Pronunciation

PRONUNCIATION
A Handbook For English Department Undergraduate Students

Faculty of Letters and Humanities
UIN Sunan Ampel Surabaya
By
Siti Aminah, M. Pd.
Supported by:
Government of Indonesia (GoI) and Islamic Development Bank
(IDB)
digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

FOREWORDS
BY
THE RECTOR OF UIN SUNAN AMPEL
Based on the decree of Ministry of National Education (MoNE) No.

232/U/ 2000 about curriculum in higher education and evaluation, and No.
045/ U/ 2002 about the core curriculum in higher education, and No. 353
2004 about curriculum design in higher education, State Institute of Islamic
Studies Sunan Ampel Surabaya publishes students’ handbooks as a part of
the effort to improve the profesionalism of the lecturers.
To publish high quality handbooks, Islamic State University (UIN)
Sunan Ampel Surabaya in cooperation with the Goverment of Indonesia
(GoI) and Islamic Development Bank (IDB) conducted training on textbook
development and wokshop on textbook writing for the lecturers of UIN
Sunan Ampel. The output of the training and workshop is that many books
are produced by lecturers of 5 faculties in UIN Sunan Ampel.
PRONUNCIATION is one of the published books intended to be used
in the early semester. We expect that after the publication of this book, the
teaching and learning process is better, more efective, contextual, joyful and
students become more actively involved. Hence, it can increase the quality of
the students’ competence.
To the Government of Indonesia (GOI) and Islamic Development Bank
(IDB) which have given support, the facilitators and the writers who have
done to the best of their effort to publish this book, we are very grateful. We
hope that this textbook can help the students study Pragmatics more
effectively and make UIN Sunan Ampel Surabaya have better academic
quality.
Rector of UIN Sunan Ampel Surabaya
Prof. Dr. H. Abd. A’la, M.Ag.

NIP. 195709051988031002
ii

PREFACE
Firstly, I would like to express my gratitude to Allah for His
blessing and mercies so that I can finish writing this textbook
“Teaching Pronunciation” as one of the subjects in S1 program, in the
Department of English Letters at the Faculty of Letters and
Humanities of UIN Sunan Ampel Surabaya.
This textbook is intended to achieve several goals. The most
important goal is to enable students to pronounce English words and
sentences correctly. The contents of this textbook consist of: teaching
pronunciation, approaches to pronunciation teaching, stress pattern,
English consonants, English vowels, goals in learning pronunciation,
strategies for teaching pronunciation, strategies for stress, sounds and
practice, connected speech, spelling and pronunciation, and
intelligibility.
I also express my deep gratitude to the Government of
Indonesia (GOI) and Islamic Development Bank (IDB) because they
have been supporting the process of publishing this textbook. Last but
not least, my big thanks go to all of the lecturers who have contributed
to make this handbook available.
Praise be to Allah, Lord of the Worlds.
Writer
iii

TABLE OF CONTENTS
Cover
Opening Remarks
Preface
Table of Contents
Satuan Acara Perkuliahan
Chapter 1 Teaching Pronunciation

Chapter 2 Approaches to Pronunciation Teaching
Chapter 3 Stress Pattern
Chapter 4 English Consonants
Chapter 5 English Vowels
Chapter 6 Goals in Learning Pronunciation
Chapter 7 Strategies for Teaching Pronunciation
Chapter 8 Strategies for Stress
Chapter 9 Sound and Practice
Chapter 10 Connected Speech
Chapter 11 Spelling and Pronunciation
Chapter 12 Intelligibility
Sistem Evaluasi dan Penilaian

Bibliography
Curriculum Vitae of the Writer
iv

BASIC COURSE OUTLINE (BCO)
A. Identity
Subject : Pronunciation
Department : English Letters
Credit :2
Time : 12 x 100 minutes
Subject Category : Main / Compulsory
B. Description
Pronunciation course serve students the explanation how English
words and sentences are pronounced correctly.
C. Significance
This is a compulsory subject for the first semester students. The
materials confirm students’ understanding and strengthen their
ability to pronounce English words and sentences in correct way.
D. Basic Competence and Indicators
No Kompetensi Dasar Indikator

1 Memahami pengertian - Mahasiswa mampu menejelaskan pengertian/definisi
pronunciation dan aspek-aspek pronunciation
pengajaran pronunciation - Mahasiswa mampu menjelaskan pentingnya
pronunciation
- Mahsiswa mampu menjelaskan aspek-aspek
pengajaran pronunciation
2 Memahami pendekatan- - Mahasiswa mampu menjelaskan pendekatan-
pendekatan dalam pengajaran pendekatan dalam pengajaran pronunciation
pronunciation - Mahasiswa mampu menjelaskan pendekatan yang
terbaik dalam pengajaran pronunciation
- Mahasiswa mampu menjelaskan alasan mengapa
pronunciation diintegrasikan dengan semua
pembelajaran dikelas

3 Memahami stress pattern - Mahasiswa mampu menjelaskan apa itu stress pattern
- Mahasiswa mampu menjelaskan syllable dalam
pembelajaran pronunciation
- Mahasiswa mampu menjelaskan penggunaan dari
stressed dan unstressed syllable
4 Memahami english - Mahasiswa mampu menjelaskan apa itu consonant
consonants - Mahasiswa mampu menjelaskan apa itu single
consonants
- Mahasiswa mampu menjelaskan apa itu consonant
clusters
5 Memahami english vowels and - Mahasiswa mampu menjelaskan apa itu vowels
diphthongs - Mahasiswa mampu menjelaskan apa itu single vowels
- Mahsiswa mampu menjelaskan apa itu diphthongs
6 Memahami goals dalam - Mahasiswa mampu mengidentifikasi goals dalam
pembelajaran pronunciation pembelajaran pronunciation
- Mahasiswa mampu menggunakan pronunciation chart
7 Memahami strategi-strategi - Mahasiswa mampu meng-highlight dan menerapkan
dalam pengajaran stress pattern
pronunciation - Mahasiswa mampu meng-highlight stress dalam
spoken language (bahasa lisan)
- Mahasiswa mampu meng-highlight sounds
8 Memahami strategi-strategi - Mahasiswa mampu menjelaskan stress dalam kata-
untuk stress kata dan frasa-frasa pendek
- Mahasiswa mampu menerapkan stress dalam kata-kata
dan frasa-frasa pendek
9 Memahami sounds dalam - Mahasiswa mampu membedakan sounds
penerapannya - Mahasiswa mampu mendemonstrasikan sounds
- Mahasiswa mampu membunyikan sounds
- Mahasiswa mampu memfokuskan sounds pada akhir
kata-kata
10 Memahami Connected Speech - Mahasiswa mampu memahami apa itu asimilasi
- Mahasiswa mampu memahami apa itu elisión
- Mahasiswa mampu memahami apa itu linking
11 Memahami Spelling dan - Mahasiswa mampu memahami the regular features of
Pronunciation english spelling and pronunciation
- Mahasiswa mampu memahami the common patterns

of spelling and pronunciation
12 Memahami intelligibility - Mahasiswa mampu menjelasksn definisi intelligibility
- Mahasiswa mampu menjelaskan factor-faktor yang
vi

mempengaruhi intelligibility
vii

SATUAN ACARA PERKULIAHAN (SAP)
PRONUNCIATION
A. Pengantar Identitas
1. Data pribadi
Nama Dosen : Siti Aminah, M. Pd.
Pangkat/Gol. :-
Kantor : Fakultas Adab IAIN Sunan Ampel
Jln. A.Yani 117 Surabaya.
Tempat konsultasi : Kantor Prodi Sastra Inggris
Jam konsultasi : Diluar jam kuliah sesuai dengan waktu yang disepakati
Alamat : Jl.Lidah Wetan Gg X no 63A Lakarsantri-Wiyung-Sby
Jl. Cumpleng no 31 Pambon-Brondong-Lamongan
62263
Telp : 085645290698
2.Mata Kuliah
Nama Mata kuliah : Pronunciation
Kode Mata Kuliah : BA310024
Jurusan : Sastra Inggris
Semester/Kelas. :
Bobot sks : 2 sks
Jadwal kuliah :
Kelompok MK : Kompetensi Utama

Mata Kuliah Prasyarat : -
B. DESKRIPSI MATA KULIAH

Mata kuliah ini adalah mata kuliah yang menjelaskan bagaimana kata-kata dalam
bahasa inggris itu dilafalkan.
C. STANDAR KOMPETENSI MATAKULIAH

Mahasiswa mampu memahami tema-tema yang ada dalam Pelafalan /
Pronunciation.
D. KOMPETENSI DASAR DAN INDIKATOR

1 Memahami pengertian - Mahasiswa mampu menejelaskan
pronunciation dan aspek-aspek pengertian/definisi pronunciation
pengajaran pronunciation - Mahasiswa mampu menjelaskan pentingnya
pronunciation
- Mahsiswa mampu menjelaskan model-model
pronunciation dalam bahasa Inggris
2 Memahami pendekatan- - Mahasiswa mampu menjelaskan pendekatan-

pendekatan dalam pengajaran pendekatan dalam pengajaran pronunciation

pronunciation - Mahasiswa mampu menjelaskan pendekatan yang
terbaik dalam pengajaran pronunciation
- Mahasiswa mampu menjelaskan alasan mengapa
pronunciation diintegrasikan dengan semua
pembelajaran dikelas
3 Memahami stress pattern - Mahasiswa mampu menjelaskan masalah-masalah
yang dihadapi dalam pembelajaran pronunciation
- Mahasiswa mampu menjelaskan apa itu stress
pattern
- Mahasiswa mampu menjelaskan syllable dalam
pembelajaran pronunciation
- Mahasiswa mampu menjelaskan penggunaan dari
stressed dan unstressed syllable
4 Memahami english - Mahasiswa mampu menjelaskan apa itu
consonants consonant
- Mahasiswa mampu menjelaskan apa itu single
consonants
- Mahasiswa mampu menjelaskan apa itu
consonant clusters
5 Memahami english vowels and - Mahasiswa mampu menjelaskan apa itu vowels
diphthongs - Mahasiswa mampu menjelaskan apa itu single
vowels
- Mahsiswa mampu menjelaskan apa itu diphthongs
6 Memahami goals dalam - Mahasiswa mampu mengidentifikasi goals dalam
pembelajaran pronunciation pembelajaran pronunciation
- Mahasiswa mampu menggunakan pronunciation
chart
7 Memahami strategi-strategi - Mahasiswa mampu meng-highlight dan
dalam pengajaran menerapkan stress pattern
pronunciation - Mahasiswa mampu meng-highlight stress dalam
spoken language (bahasa lisan)
- Mahasiswa mampu memberi tanda stress dalam
written language
- Mahasiswa mampu meng-highlight sounds
- Mahasiswa mampu menggunakan phonemic
symbol
- Mahasiswa mampu menerapkan sounds dalam
connected speech
8 Memahami strategi-strategi - Mahasiswa mampu menjelaskan stress dalam
untuk stress kata-kata dan frasa-frasa pendek
- Mahasiswa mampu menerapkan stress dalam
kata-kata dan frasa-frasa pendek
- Mahasiswa mampu menjelaskan stress dalam
connected speech
- Mahasiswa mampu menerapkan stress dalam
connected speech
- Mahasiswa mampu menjelaskan dan menerapkan
stress untuk merubah arti
9 Memahami sounds dalam - Mahasiswa mampu menjelaskan multilingual
penerapannya classes

- Mahasiswa mampu menjelaskan challenging
sounds
- Mahasiswa mampu membedakan sounds
- Mahasiswa mampu mendemonstrasikan sounds
- Mahasiswa mampu membunyikan sounds
- Mahasiswa mampu memfokuskan sounds pada
akhir kata-kata
- Mahasiswa mampu menerapkan consonant
clusters
- Mahasiswa mampu menerapkan linking sounds
10 Memahami masalah-masalah - Mahasiswa mampu menjelaskan masalah-masalah
pronunciation dari latar english pronunciation dari latar belakang bahasa
belakang bahasa yang berbeda Mandarin
- Mahasiswa mampu menjelaskan masalah-masalah
english pronunciation dari latar belakang bahasa
Arab
Vietnam
Thailand
Korea

E. TIMELINE DAN KEGIATAN PEMBELAJARAN
Strategi/Metode
No. Tanggal Materi Kegiatan Pembelajaran Sumber
Pembelajaran
1. Pengertian 1. Brainstorming 1. Perkenalan 1. Kenworthy, Joanne
pronunciation 2. Presentasi 2. Menyampaikan tujuan pembelajaran .1987.Teaching
dan aspek- 3. Ceramah 3. Mengadakan kontrak belajar English
aspek 4. Tanya Jawab 4. Menyampaikan materi Perkuliahan Pronunciation. New
pengajaran 5. Memberi pertanyaan kepada York: Longman,Inc.
pronunciation mahasiswa 2. Lynda, Yates. &
(Aspects of 6. Membuat kelompok diskusi Beth, Zielinski. 2009.
teaching 7. Membuat kesimpulan Give it a go: teaching
pronunciation pronunciation to
) adults. Australia:
Commonwealth of
Australia.
2. Pendekatan- 1. Brainstorming 1. Menuliskan Topik

pendekatan 2. Presentasi pembelajaran di papan tulis
dalam 3. Diskusi atau slide PPT
pengajaran 4. Ceramah 2. Menyampaikan tujuan
pronunciation pembelajaran
(Approaches to 3. Mempresentasikan topik
pronunciation 4. Tanya jawab dalam forum
teaching) 5. Kesimpulan kelompok diskusi
6. Dosen berperan sebagai
fasilitator dan motivator
mahasiswa dalam melakukan
diskusi kelas
3. Stress Pattern 1. Brainstorming 1. Menuliskan Topik Idem

2. Presentasi pembelajaran di papan tulis

3. Diskusi atau slide PPT
4. Ceramah 2. Menyampaikan tujuan
pembelajaran
3. Mempresentasikan topic
4. Tanya jawab dalam forum
5. Kesimpulan kelompok diskusi
diskusi kelas
4. English 1. Brainstorming 1. Menuliskan Topik idem

consonants 2. Presentasi pembelajaran di papan tulis
pembelajaran
3. Mempresentasikan topik
diskusi kelas
5. English vowels 1. Brainstorming 1. Menuliskan Topik pembelajaran Idem

and diphthongs 2. Presentasi di papan tulis atau slide PPT
3. Diskusi 2. Menyampaikan tujuan
4. Ceramah pembelajaran
5

diskusi kelas
6. Goals dalam 1. Brainstorming 1. Menuliskan Topik pembelajaran Idem

pembelajaran 2. Presentasi di papan tulis atau slide PPT
pronunciation 3. Diskusi 2. Menyampaikan tujuan
4. Ceramah pembelajaran
diskusi kelas
7. Mid –test Mid- test Mid- test Mid- test
8. Strategi-strategi 1. Brainstorming 1. Menuliskan Topik pembelajaran
dalam 2. Presentasi di papan tulis atau slide PPT
pengajaran 3. Diskusi 2. Menyampaikan tujuan
pronunciation 4. Ceramah pembelajaran
diskusi kelas.

9. Strategi- 1. Brainstorming 1. Menuliskan Topik
strategi untuk 2. Presentasi pembelajaran di papan tulis
stress 3. Diskusi atau slide PPT
pembelajaran
diskusi kelas
10. Sounds dalam 1. Brainstorming 1. Menuliskan Topik Idem
penerapannya 2. Presentasi pembelajaran di papan tulis
pembelajaran
diskusi kelas
11. Masalah- 1. Braistorming 1. Menuliskan Topik pembelajaran idem
masalah 2. Presentasi di papan tulis atau slide PPT
pronunciatio 3. Diskusi 2. Menyampaikan tujuan
n dari latar 4. Ceramah pembelajaran
belakang 3. Mempresentasikan topik
bahasa yang 4. Tanya jawab dalam forum
berbeda 5. Kesimpulan kelompok diskusi
7

diskusi kelas
12. Masalah- 1. Brainstorming 1. Menuliskan Topik pembelajaran Idem
masalah 2. Presentasi di papan tulis atau slide PPT
pronunciation 3. Diskusi 2. Menyampaikan tujuan
dari latar 4. Ceramah pembelajaran
belakang bahasa 3. Mempresentasikan topik
yang berbeda 4. Tanya jawab dalam forum
diskusi kelas
13. Review Review Review Review
14. UAS UAS UAS UAS

F. EVALUASI
1. Bentuk
• Tugas+UTS : Mengerjakan soal (30%+20%)

*Tugas
-clusters at the beginnings of words can have two

consonants (eg, /pr/ as in pretty) or three consonants
(eg, /str/ as in street)
-clusters in the middle or at the ends of words
can have two consonants (eg, /gr/ as in degree, /ft/ as
in sift), three consonants (eg, /ntr/ as in entry, /sks/ as
in asks), or four consonants (eg, /nstr/ in instrument,
/mpst/ as in glimpsed).
Please find 20 examples of each cluster above!
*Soal UTS
Answer the questions correctly!
1. What is pronunciation?
2. Why is pronunciation important? Explain!
3. What model of English should we use? Explain!
4. When is an accent a problem? Explain!
5. Why is pronunciation so challenging for adults?
6. What do adults need in order to learn the pronunciation of English?
7. What aspects of pronunciation are most important?
8. Why integrate pronunciation in all classes?
9. How many times do you think you would need to hear something in a new
language before you could pronounce it yourself? Explain!
10. When together with my husband you know ... speak English.
What should the consonant cluster in the middle of husband be?
• UAS : Mengerjakan soal (30%)

*Soal UAS
Answer the questions below!
1. Now say these pairs of vowels out loud and change

from one to the other a few times. Feel what
happens with your tongue.In each pair, which one is
made with the tongue high in the mouth and which
one is made with the tongue low? Write each vowel in
the columnthat describes it best. The tongue positions
for the first pair of vowels have been entered as an
example.

High Low
/i:/ (as in see) /i:/ /ӕ/

/ӕ/ (as in man)
/ɪ/ (as in bin)

/ʌ/ (as in fun)
/u:/ (as in blue)

/ɒ/ (as in hot)
2. Once your learners are familiar with your system for marking stress, what
other kinds of games or activities can you think of which will encourage
them to think about stress in words, phrases, connected speech, and
match the patterns to the words? Explain!
3. Do you ever use drills in your class? Why/why not?
4. Do you think learners like them? Explain!
5. What benefits/problems do you see to the use of drills?
6. How could you build a drill that did not rely simply on repetition?
7. Think about some learners you are familiar with. Are there some who
would respond better to delayed feedback rather than immediate
feedback? Why do you say this?
8. What kind of correction/feedback would you offer and when would you
do it?
9. Think of a lesson plan that you like doing with a class!
• Performansi : Kehadiran, keaktifan diskusi dikelas, mind map, kepribadian,

penyimpulan (20%)
• Lembar Observasi Performansi

No Indikator Penilaian
1 2 3 4 5
1. Diskusi Kelas
• Kemampuan menyampaikan ide
• Kemampuan menyampaikan
argumentasi pada saat menjawab
pertanyaan
• Sikap pada saat menyampaikan ide dan
menjawab pertanyaan
• Kerjasama antar anggota kelompok
2. Mind Map
• Alur map sesuai dengan conten
• Kejelasan Alur
• Keakuratan dalam pendefenisian dan
menjelaskan konsep
10

3. Personality
• Kemampuan bernalar
• Kedisiplinan
• Cara berpakaian
• Refleksi akhir
4. Penyimpulan
• Simpulan sesuai dengan indikator
pencapaian pembelajaran yang
diinginkan
• Simpulan menggambarkan keseluruhan
dari pembahasan
• Simpulan memiliki tata bahasa yang
mudah dimengerti
Total nilai
• Nilai akhir
Nilai performasi +Tugas+UTS+UAS
Total = (2xP )+ (3xT)+(2xUTS)+(3xUAS) : 10
F. REFERENSI
1. Kenworthy, Joanne .1987. Teaching English Pronunciation. New York:
Longman,Inc.
2. Lynda, Yates. & Beth, Zielinski. 2009. Give it a go: teaching
pronunciation to adults. Australia: Commonwealth of Australia.
11

CHAPTER I
TEACHING PRONUNCIATION
Introduction
This chapter explains the definition of pronunciation and the

aspects of teaching pronunciation. As we consider that pronunciation is an
essential part of English component that should be learnt by teachers and
students in order to achieve good communication. For example, there is a
big difference in saying a ship and a sheep, a pear and a peer. This could
be misunderstanding if those words are not pronounced well. Therefore, in
teaching a foreign or second language, basic communication is the first
goal to understand one’s saying.
Teaching English pronunciation requires many practices or drills

since it deals with speaking activity. If the someone continuously asks you
with “what?”, ”huh?” or ”could you repeat that”, it means that your
pronunciation needs improvement. Another difference from the first
language is the inability to hear certain English sounds that the native
language does not contain. As the examples above, many students are
unable to distinguish the word 'ship' and 'sheep,. Hence, this problem is
very crucial since the students can't produce a sound that they can't hear.
Descriptions of the sound and stress can help students enhance their
awareness of sound differences.
In gaining pleasant atmosphere in teaching English pronunciation,

the lecturer is ready with the media, such as LCD, power point slides,
books, board makers, and others. The lecturer gives explanation about the
topics in this book and gives brainstorming about pronunciation.
By the end of this chapter, worksheets and summary are provided

to make the students more understand.

Lesson Plan
Basic Competence:
The students understand the definition of pronunciation and the
aspects of teaching pronunciation.
Indicators:
1. The students are able to explain the definition of pronunciation.
2. The students are able to explain the importance of pronunciation.
3. The students are able to explain the aspects of teaching pronunciation.
Time: 2 x 50 minutes
Detailed Materials
Teaching Pronunciation
Pronunciation refers to how the production of sound is used to
make meaning in speaking. In another word, pronunciation means how a
word is spoken in particular way. It involves consonants and vowels of a
language (segments), aspects of speech, such as stress and sound of a
language. Even though the discussions of these seem separated, they are
actually working together. Hence, the difficulties of each may impact on
someone’s pronunciation. It is whether his/her pronunciation easy or
difficult to understand.
In teaching pronunciation several factors that affect pronunciation
accuracy are the native language, the age, amount of exposure, phonetic
ability, motivation and concern for good pronunciation. Furthermore, it is
obvious that learners cannot change their age or their phonetic ability.
They can only enlarge exposure and motivation to a certain degree.
Motivation and concern for good pronunciation can be increased with the
following ways: a). Persuading learners the importance of good
pronunciation to make communication easy. b) Giving emphasize to the
learners that intelligibility and communicative efficiency are the goals of
communication. c) Concerning on learners’ pronunciation and their
progress (Kenworthy , 1988 : 4-9). The third point is the most important
point for the teacher’s role.

Besides discussing the teacher’s role in teaching pronunciation,
some aspects of pronunciation are also very essential to understand. The
first aspect is the sounds. They include vowels and consonants. Vowels and
consonants have different functions in the syllable. Vowels usually take
place in the centre of a word, such as desk and bat while consonant usually
places surround the vowels. It is also possible to have a syllable with one
vowel, such as the word a-ny. The second aspect is Word stress. Once an
English word consists of more than a syllable, it should be made stand out
more than the other (s). One should say that syllable is a little bit louder,
holding the vowel slightly longer, and pronouncing the consonants very
clearly. This is done to give stress to a word. For example, ‘table’ and
‘any’, the first syllable is stressed.
The next aspect is sentence stress. When we want to know the
sentence stress we have to investigate it in a conversational context, for
instance:
A : There’s plenty of sugar
B : There isn’t any sugar on the table.
In that conversation, we can see that a word might be given less

stress because it has been said already or it might be given more stress
because the speaker wants to emphasize it. An extra stress to the word
‘table’ means ‘there might be sugar, but it is pointed to you that ‘there isn’t
any in a particular place- on the table.’
The last aspect is intonation. Intonation here means speech which
has a melody. Speakers may modify the melody of their voice in higher or
lower level as they will. They even may have sudden jump as singers do.
The two basic melodies are rising and falling. These two melodies may
happen suddenly, gradually or altogether in combination (rise-fall-rise,
fall-rise-fall, etc). For example, If speaker A said, ‘There isn’t any sugar on
the table’, speaker B might have repeated the same sentence with gradually
rising melody of pitch and this will make the effect of a message such as : ‘
Are you sure- I’m amazed- I was sure I put it there.’ On the other hand,
speaker B might want to send the message ‘There is sugar somewhere, but
not on the table’, in the case that he can do this by using a falling the rising
pitch on the word ‘table’. In this matter, someone may start his/her voice
with a very high pitch and the change of pitch may be quite tremendous or

vice versa in a certain circumstance. Sentence stress and intonation work
together to help the speakers send the message of their speaking.
Teaching Procedures
1. Pre-activity (15 minute)

a. Introduction about the course and the topics of the course.
b. Delivering the objectives of the teaching learning process during
the course.
c. Making MoU with the students.
2. Whilst-activities (55 Minute)

a. The lecturer gives brainstorming to the students by asking what
pronunciation is.
b. The students try to guess the definition of pronunciation.
c. The students can discuss with their friends.
d. In 10 minutes the students give their opinion about the topic.
e. The other students give the response.
f. The lecturer then gives explanation to make clear the discussion.
g. The lecturer gives the students a chance to ask everything related
with the topic.
h. The lecturer gives the students exercises related to the topic.
3. Post-activity (30 minute)

a. The lecturer concludes the day’s discussion
b. The lecturer motivates the students and makes reflection.
Summary
Pronunciation means how a word is spoken in particular way. Some
factors that affect pronunciation accuracy are the native language, the age,
amount of exposure, phonetic ability, motivation and concern for good
pronunciation. Moreover, some aspects of pronunciation are also very
important to understand. Those aspects are the sounds, word stress,
sentence stress, and intonation.

Students’ Worksheet
A. Answer the questions below!
1. What is pronunciation?
2. What factors can affect pronunciation accuracy?
3. Are motivation and concern for good pronunciation important in
teaching pronunciation? If yes, why?
4. What are some aspects of pronunciation?
5. What are the sounds?
6. What is word stress?
7. What is sentence stress?
8. What is intonation?
B. Listen carefully and do in pair!
1. Listen and repeat these words. (The stress is at the end).
tonight Parade exchange put up Chinese
2. Listen and repeat these words. (The stress is at the beginning).
lemon Chicken Tofu noodles mushrooms
3. Listen and repeat the words. Is the stress at the beginning or at

the end? Write down the odd one.
degrees New York River July airport
4. Listen and repeat these words. The stress is at the beginning,

but one word is different. Write down the odd one.
Graduate Wimbledon Hollywood Promotion Waterfall

5. Listen and repeat these words. Do they begin with /t/ or /d/?
Write each word in the correct column.
dark tall travel transportation die deep
/d/ /t/
Dark tall
_______ _______
_______ _______
http://www.onestopenglish.com/skills/pronunciation/pronunciation-
exercises/pronunciation-exercises-pre-intermediate/146258.article

CHAPTER II
APPROACHES TO PRONUNCIATION TEACHING
Introduction
Perception and production skills play a vital role in language use,

language development and language learning. In the context of English
language teaching (ELT), pronunciation is an integral aspect of
communicative competence that can influence the desire to use the
language as well as the quantity and quality of input received and output
produced. This chapter provides a review of recommended pronunciation
teaching approaches, techniques and activities.
The materials in this chapter are intended to support the students’
activity to increase their ability to learn about the method how to teach
pronunciation. In this topic, the students are expected to be able to
understand and to use the approaches to pronunciation teaching such as
top-down and bottom-up approaches, auditory reinforcement, phonetic
transcription technique, and so on.
The roles of the teacher are to guide, monitor, support, and
encourage learners to set and reach high standards. Thus, to create
enjoyable and conducive situation in the class, the lecturer has to prepare
all media, such as LCD, power point slides, papers, board makers, and
others. The lecturer explains the topic and gives more examples about
approach to pronunciation teaching and also conducts strategies and tricks
which are effective for students to learn. By the end of this chapter, there
are summary and practices for the students to enhance their pronunciation
learning.
Lesson plan
Basic Competence
understanding the approaches in pronunciation teaching

Indicators
1. Students be able to explain the approaches used in pronunciation

teaching
2. Students be able to explain the reason why pronunciation is

integrated by all teaching learning process in class
Time Allocation 2x50 minutes
Detailed Material
Approaches To Pronunciation Teaching
Learners generally need attention on all aspects of pronunciation.

It is important, however, to focus attention on pronunciation as early as
possible, and to integrate it as much as possible with other areas of
language learning, so that the gains are felt in spontaneous speech and not
just in pronunciation exercises. There is certainly a place for the separate
language clinic in which specific problems are addressed, but to rely only
on remedial strategies is to leave it far too late: learners need proactive
attention on how to speak the language intelligibly from the very
beginning.
Pronunciation teaching should not be seen as ‘fixing problems’ but
rather as ‘teaching how to speak’. Learners who start with a focus on
pronunciation at the beginner level also find they acquire a useful meta
language – for example, terms such as ‘stress’ and ‘unstress’, ‘weak form’,
‘rhythm’, ‘schwa’ and so on. This helps them tackle pronunciation issues
throughout their learning. In addition, an early acquaintance with the
phonemic structure of English, however basic, can help learners realize
that English is not a phonetic language, and this can help with writing and
grammar development
The overt expectation that learners can, and will, produce
intelligible speech is one of the most useful things a teacher can bring to
pronunciation teaching and learning. If the teacher does not pay attention
to whether or not a learner makes an effort to improve their pronunciation,
then nobody else will. So, teacher has to know the approaches in
pronunciation learning. It will be explained more below.

Approaches In Pronunciation Learning
Top-down and bottom-up approaches

Pronunciation can be approached from the top-down (that is,
starting with attention to larger chunks of language) or from the bottom-up
(that is, with a focus on the smaller elements, such as phonemes first). If
pronunciation teaching is to be strongly integrated with the rest of
language teaching, then a top-down approach is often useful, because
teachers can start with whole chunks of language and work with these.
However, a bottom-up approach is also helpful, particularly where a
certain sound or sound combinations need dedicated practice.
Morleys Approach
There are also comprehensive approaches that focus on oral
proficiency as a function of pronunciation skills. In the program presented
by Morley (1992), for example, pronunciation is viewed as a process of
modifying pre-existing sound patterns toward increased speech
intelligibility. Theories of speech production and comprehension support
the idea that L2 production is dependent upon the learner’s ability to
establish corresponding categories in the brain (Best, 1995; Flege, 2003;
Guenther, 2003; Kuhl, 2000; McAllister, 1999). It is posited that the
phonological space must be segmented and restructured in order to
accommodate novel input and the association of particular articulatory
gestures with the production of L2 sounds and sequences of sounds.
Within Morley’s (1992) program, training takes the form of
controlled, rehearsed, and extemporaneous production activities that
provide for the cognitive, psychological, and performative needs of adult
learners. The method centers on the needs and capabilities of adult
learners, addressing these in a manner that fosters intellectual stimulation
as well as positive and active participation. The intention is to raise learner
awareness and to create a learning environment in which learners establish
their own goals and learn to monitor their performance, thereby becoming
consciously aware of their progress.
The role of the teacher is to guide, monitor, support, and
encourage learners to set and reach high standards. Learners progress from
controlled production of selected features (individual segments � stress �
rhythm � intonation) to rehearsed speech practice (oral readings and pre-

planned talks). The studied features are put to communicative use in
partially planned and unplanned talks, presentations, and discussions as
well as in question and answer sessions. The final stage is when skills and
knowledge become internalized as the learned patterns are integrated into
spontaneous production (extemporaneous speech practice). Throughout
training, learners record themselves and assess their production, focusing
on particular aspects consistent with each practice mode. Given the
availability of audio software, recordings have become a viable means of
providing practice, self-evaluation, and feedback (Aufderhaar, 2004;
Celce-Murcia et al., 1996; Walker, 2005).
Critical Learning Approach

Fraser’s (1999) Critical Listening approach also makes use of
student recordings; their use is believed to be most suitable since it
externalizes speech and provides a means of subsequent analysis and
feedback. Critical Listening focuses on observation and analysis of
interactions. This approach highlights the fact that there is a difference
between what people think they are saying, what they actually produce,
and how it is perceived by others. Therefore, prominence is placed on the
instructor's insight into where the learners are coming from in order to lead
them to new understanding (Fraser, 1999).
The instructor’s job is to help the learner understand how listeners
use speaker cues to interpret the message being communicated and the
factors that lead to successful as well as unsuccessful exchanges. In her
discussion, Fraser speaks of recordings of real-life interactions in which
learners participate. These recordings are analyzed in the classroom where
effective and ineffective strategies are identified and addressed with the
assistance of the instructor and classmates. Fraser (2006) suggests that
methods that work well “are based on the insight that pronunciation is a
cognitive skill [and] involves both ‘knowing’ things (subconsciously)
about language, and being able to do things physically with the body” . It
is relevant to note that analysis of third party interactions and student
group recordings can also serve as input for discussion and reflection.
Accent Addition Approach (prosody-based method)

Another approach is offered by Kjellin (1999). Accent Addition is
a prosody-based method inspired by research in the fields of perception
10

physiology and first language acquisition. Kjellin proposes that persistent
training in prosody perception combined with exercises that stimulate
retraining of the speech articulators is a mode of acquisition similar to that
of a first language but adapted for the adult's cognitive and physical assets
and constraints. Fossilization is viewed in this framework as preventable,
arising from lack of instruction rather than any kind of biological,
affective, or psychological constraints.
Training follows a strictly ordered three-step process. The first
step in the process involves learners singularly identifying target phonemes
and phonological structures. This stage very much depends on the aid of
the instructor, who points out the salient features and then provides
multiple repetitions of a sample phrase in order to exemplify the
realizations (and its intra-speaker variation) of the target feature.
Next is the automatization phase, which entails the learners
producing multiple chorus repetitions of the sample phrase and receiving
immediate feedback, encouragement, and reassurance from the instructor.
It is suggested that this kind of drilling helps train the speech organs and
allows the learner to discover the category boundaries that yield
permissible phonetic variability in target language speech.
The last step is that of transferring the newly acquired skills to
novel utterances. Kjellin (1999) contends that it may take place
instantaneously if learners are motivated and teachers are enthusiastic but
is not specific in reference to instructional implementations. Of note, this
kind of training lends itself well to the kind of lexical phrases that are often
targets in commercial course books. It is feasible to consider spending part
of the class engaging students in the first two stages as a way of
reinforcing a chosen feature that is presented in the text.
Production Approach
Neufeld (1987) describes a delayed production approach to
pronunciation training. In this case, learners are discouraged from
vocalizing the L2 until appropriate acoustic imprints have been acquired. It
is posited that inaccurate imprints will result in pronunciation divergences
while accurate imprints will yield target-like productions. Since the imprint
of the pronunciation of a language (its acoustic image) is established
through experience and exposure to the language, students are discouraged
from producing too early as their speech can upset the imprinting process.
11

The proposed method involves attentive listening to short phrases (1–8
syllables in length) composed of frequently occurring lexical items,
audiovisual presentation of common intonation contours and rhythmic
patterns, and auditory discrimination of phonemic contrasts. Of note, this
training regime was part of a controlled experiment designed to test the
hypothesis “that adults retain the potential for acquiring native like
proficiency in a new language” (Neufeld, 1987, p. 323). The 18-hour
treatment (15 hours of non-productive training, followed by 3 hours of
productive training) yielded strikingly positive results. Subjects were in
fact able to achieve native-like production (as based on native-speaker
judgments) through limited contact with the language.
Few teachers are in the position to dedicate a full course to
pronunciation. Generally, if instruction is to be provided, it has to be
worked into other courses in the form of activities and techniques that
target particular features. A look through referential texts (e.g., Celce-
Murcia et al., 1996; Dalton and Seidlhofer, 1994) indicates that teachers do
well raising student awareness regarding the target sound system and how
its various elements impact communication. In what follows, first, the
suprasegmental features and then the segmental features that have been
identified as impacting intelligibility are addressed (Catford, 1987; Cutler,
1984; Field, 2005; Gilbert, 2006; Jenkins, 2000; Kashiwagi et al., 2006;
Munro and Derwing, 2006; Suenobu, 1992; Tench, 2001)
Tench (2005/6) explains that any monologue or dialogue can be
used to show how intonation “is relevant in all spoken language” (p. 51),
supporting the observation with an overview of intonation in terms of its
informational function (thought groups/intonation units, nuclear stress,
prominence, contrastive pitch movements), its syntactic function
(disambiguation of meaning), its textual function (organization of extended
stretches of discourse, i.e. phonological paragraphs), and its genre-specific
function (prosodic composition of different genres, news reports sound
different than storytelling).
A selected text can serve as the basis for imitation, humming
(kazoo), ear training, transformation, matching, discussion, noticing,
prediction, recording, and self assessment activities which target the
discourse functions of intonation (Tench 2005/6; Dalton and Seidlhofer,
1994). Aufderhaar (2004) conducted a study into discourse intonation-
based pronunciation training. Findings showed that listening activities
12

which exposed learners to intact and filtered samples (prosodic and
phonemic information on separate tracks) of audio literature appeared to
have a positive influence on production as measured by both subjective
(raters’ judgments) and objective (vowel duration) means. Consequently,
Aufderhaar recommends exposure to and analysis of authentic audio
literature such as radio shows, interviews, and poetry readings. Ramírez
Verdugo (2005/6) suggests that combining a discourse intonation model
and computer technology can make the “subconscious and elusive” nature
of intonation easier to grasp. It is posited that comparison, analysis, and
interpretation of pitch graphs of controlled and spontaneous speech
provides concrete visual cues that highlight the role of intonation in
speech.
Reading Aloud Approach

Reading aloud is another means of targeting suprasegmental
features by providing exposure and practice with stress placement, linking,
and other phonological processes that naturally occur in speech and
contribute to the overall rhythm of the language (Gabrielatos, 2002;
Gibson, 2008; Wrembel, 2001). Potential benefits of using this technique
include reinforcing sound-spelling associations, providing a means of oral
proofreading, and encouraging autonomous learning as a task students
engage in on their own (Gabrielatos, 2002). Selected scenes from popular
movies or television shows are potentially engaging and entertaining
material from which to base reading aloud as well as drama reenactment
activities.
Wrembel (2001) observes that the “emotional involvement and
context provided by the dramatic situation foster communicative
competence and lead to increased empathy and self-esteem” (p. 64) as well
as increased expressiveness and fluency. This observation is supported by
findings presented in Gibson (2008) which indicate that careful and
sensitive implementation of reading aloud can have a positive influence on
learning. Making students aware of the role of lexical and sentential stress
can be approached in a variety of ways (in addition to those just
mentioned).
Celce-Murcia et al. (1996) suggest that jokes and poetry can be
used to model and practice appropriate stress placement. Similarly,
attentive listening and discovery activities that encourage learners to
13

deduce patterns from input are thought to be beneficial (Dalton and
Seidlhofer, 1994). Attentive listening might involve audio cues paired with
a reading in which the target feature is made visually obvious (e.g., via
transcription, underlining, highlighting, etc.) to the learner; alternatively,
learners can be charged with identifying a particular feature based on a
listening task. Discovery activities might involve the presentation of a
collection of language samples that illustrate a certain feature and
subsequent observation, hypothesizing, and discussion (pair, group, or
class) of the input. Chain-shifting drills, which illustrate how meaning
changes depending on stress placement (Gilbert, 1993) as well as phrase
expansion tasks can also be used to raise awareness.
Phrase expansion tasks involve building up complete utterances
from a limited number of words (Dalton and Seidlhofer, 1994) and a
variation on this activity might have students explain the meaning of a
haiku poem or expand it into in a short story.
The identification and use of thought groups can be reinforced
through audio and visual cues. Gilbert (2006) recommends listening
discrimination activities and provides examples of exercises that make use
of sentences (lexical and mathematical) in which pause placement alters
interpretation. This kind of activity could easily be expanded to include
productive practice by having students themselves provide the audio cues
and further expanded by having the rest of the class transcribe what is
heard rather than choose from written prompts (as originally suggested by
Gilbert). Readings of short stories containing dialogues can also provide
practice and exposure to the information function of thought grouping
while at the same time raising awareness of genre-specific uses.
Beer (2005/6) provides an example of contextualized picture
discrimination tasks designed to help students notice how thought groups
can disambiguate meaning and, therefore, aid comprehension. Students
listen to a story and choose the matching sequence of pictures. A variation
of this activity can involve students creating their own picture sequences
which can then serve as the basis for subsequent activities. This kind of
activity lends itself to both receptive and productive exposure and practice.
Celce-Murcia et al. (1996) suggest that chants and speed delivery activities
can serve as opportunities for practicing alternating stress within thought
groups.
14

Discourse-Based Approach
Cauldwell (www.speechinaction.com) presents a discourse-based
approach to listening comprehension. Speech samples are presented
through the use of tone units in order to facilitate awareness of how
speakers use pitch, timing, and pause to organize their message and
communicate meaning. Cauldwell (2002) explores misconceptions
regarding timing in language and the inaccuracy of the stress- versus
syllable-timed language distinction and proposes that timing is a tool
which speakers modify depending on participants, context, and
management techniques. It is proposed that learners will benefi t from
being made aware that speech rhythms result from “decisions made by
speakers concerning the lexical choices and how to package them into
tone-units” (p. 16).
There are many well-established techniques used to train students
in segmental aspects of the sound system. The phonemic contrasts can be
addressed through explicit instruction or contextualized within interaction
(Celce-Murcia et al., 1996). Some learners may benefi t from specifi c and
direct instruction in the articulation of sounds and how L2 articulation
differs from that of the L1 (Gilner and Morales, 2000). Cruz-Ferreira
(2006) proposes that vocal tract self-awareness is necessary in order to
produce vowels or consonants which have no visible cues while Jenner
(1992) focuses on the role of articulatory settings in production.
There are also a range of less explicit activities that can be used.
Using the vowel continuum, for example, is another way of making
students aware of similarities and differences between the articulation of
the L1 and L2 (Gilner and Morales, 2000). The influence of slight shifts in
jaw, lips, and tongue can be demonstrated/ described/ discovered/ felt by
gliding from one extreme of the oral cavity (high-front) to the other (high-
back). Additionally, a schematic drawing of the vowel space can provide
visual cues that pinpoint where in the continuum different vowels fall.
Bilingual minimal pairs (orthographical similar forms) can also be used to
raise awareness of the difference in articulation between two languages
(Bowen and Marks, 1992). Minimal contrast sentence-answer pairs can be
used to illustrate the communicative value of contrasts (Gilbert, 1993).
Target segments can be reinforced through phonemic scrabble, which uses
phonetic symbols rather than letters, as proposed in Taylor (1993).
Hancock (2006) suggests that we not underestimate the potential of
15

language play (alliteration, tongue twisters, jokes, witticisms). The idea is
that long-established activities that target segmental discrimination can be
made into meaningful, entertaining, and challenging material as well as
practice opportunities.
Catford (1987, 2001) proposes that silent articulation and
introspection can lead to an awareness of articulatory movements and
gestures that might be obscured when attention is focused on processing
the sound itself. Catford and Pisoni (1970) found that direct and explicit
training in the articulation of novel sounds resulted in significantly better
performance when compared to auditory training alone. Scores – on both
receptive and productive discrimination tests – indicate that subjects who
had received explanations regarding the articulation of L2 sounds and had
engaged in silent practice outperformed those who had received ear-
training and had done mimicry drills. When it comes to consonant clusters,
learners can benefit from seeing how clusters are realized in actual speech
production. Listening discrimination tasks can provide a means of
highlighting differences in interpretation due to presence/absence of
grammatical morphemes (Gilbert, 2006). Dialogues that present
contextualized use (and consequent modifi cation) can help students
distinguish which kinds of simplification do and do not interfere with
intelligibility. Celce-Murcia et al. (1996) also indicate that activities
involving monthly schedules provide a means of practicing consonant
clusters in ordinal numbers. Additionally, students can be encouraged to
create word lists that illustrate a particular cluster and then to share their
items with the class, either directly or indirectly, through short
presentations.
Techniques For Teaching Pronunciation

Some techniques that can be helpful in encouraging and
monitoring the learning of spoken Language are listed below:
Phonetic transcription
One of the long-used and known to all teachers technique is
phonetic transcription, which is a code consisting of phonetic symbols.
Each symbol describes a single sound, which is in fact different from a
letter of the alphabet. True as it is, in order to use phonetic transcription
one must learn the code and it takes time and effort. Although it is possible
16

to learn the pronounciation without the code, many linguists believe it to
be a valuable tool in learning the foreign sound system. One obvious
advantage of learning the code is the ability to find the pronunciation of
unfamiliar words in a dictionary. All good modern learners’ dictionaries
use phonetic symbols to indicate pronunciation, and learners must
therefore be familiar with them’.
Auditory reinforcement
As A. Brown (1992 ) notes, there is a common assumption among
teachers that perceptual and productive language skills such as listening
and speaking are taught through the same medium, namely speaking and
listening. As the result many of them use the traditional listen-and-repeat
approach in spite of the present tendency for communicative language
teaching. Techniques based on this method are often productionoriented
and aim at improving students’ spoken English. Many of such techniques
employ minimal pairs, which are words that have different meaning and
their pronunciation differs only in one sound. Minimal pair drills were
introduced during the Audiolingual era and have still been used both in
isolation - at a word-level and in context - at a sentence-level. The
technique is useful for making learners aware of troublesome sounds
through listening and discrimination practice.
Visual reinforcement
Visual reinforcement has been connected with pronunciation
teaching since the time of Silent Way was the skill was taught through the
use of word charts and colour rods. Since that time many other ways of
visualizing pronunciation have been introduced. They may be especially
useful for adult learners who undergo the process of fossilization. While
children benefit from oral repetition, drills and taping themselves, adult
learners find it difficult to learn the patterns of intonation, stress and
rhythm. The reason may be that they simply do not know whether the
patterns they produce are acceptable. Real time visual displays are to show
learners the relationship between the patterns they produce and those they
are required to repeat. One of the possible conventions for making the
word stress visible is writing the stressed syllable in capital letters:
FAshion, SEssion, beHAVE
17

Another common way of visualizing word stress is the use of dots. The
large dots mark a stressed syllable in a word:
catwalk - • •
Tactile reinforcement
The use of the sense of touch is another frequently employed
technique, though it is not discussed very often. In fact, some teachers
might be taking advantage of it without even realizing this. Celce-Mauricia
(1996) calls this mode a visual reinforcement. One of the forms of this
reinforcement includes placing fingers on the throat in order to feel the
vibration of the vocal cords, and it may be useful when teaching the
distinction between voiced and voiceless consonants. A different form of
tactile reinforcement incorporates simple tactile descriptions given to the
students: ‘When you pronounce /r/ your tongue feels liquid and your jaw is
tight (Celce-Mauricia, 296).
Drama Voice Techniques

The focus of the above techniques has been generally on accuracy
of sounds and stress at a word level. Nevertheless, we should bear in mind
that both the ability to produce isolated sounds or recognizing
suprasegmental features and fluency contribute to effective
communication. Today’s pronunciation curriculum which has
communicative language teaching as its goal thus seeks to identify the
most important features and integrate them in courses. The interactive
aspect of pronunciation as well as other aspects of English can be
emphasized by the use of drama techniques. In classes where these
techniques are employed, they help to reduce the stress that accompanies
oral production in a foreign language. They are fun, entertaining and
relaxing. Moreover, they also increase learner confidence, because they
help learners to speak clearer, louder and in a variety of tones. One means
in which drama voice techniques can enter pronunciation classroom is for
teachers to employ poetry, tongue twisters and raps.
Audio feedback
In traditional methods, which have been used for a long time now,
teachers have taken the advantage of the audio medium, namely a tape
recorder, for a dual purpose. First, for listening to the recorded native
18

speaker discourse. And second, for taping students and replaying their own
production. As a matter of fact, in today’s pronunciation classroom audio
feedback still plays a significant role. Most of all, learners are provided
with authentic material and unlimited access to native-speaker’s discourse.
They can also record written passages and ask teachers for feedback.
Multimedia enhancement One of the major developments in the field of
linguistics following the audio medium are video recorders and the use of
software. These are an advance over audio tapes in that they provide visual
support, which is as important in pronunciation teaching as auditory.
Celce-Mauricia (1996) lists also other advantages of multimedia
enhancement (313):
1. access to a wide variety of native-speaker speech samplings
2. sheltered practice sessions in which the learner can take risks without
stress and fear of error.
3. opportunity for self-pacing and self-monitoring of progress
4. one-on-one contact without a teachers’ constant supervision
5. an entertaining, game like atmosphere for learning.
As for video recorders, they may serve both as a source of learning
material and feedback. Students may not only view a native speakers’
production of speech but can also see and hear themselves if videotaped.
Another innovative technique, which is becoming more and more
frequently used in pronunciation teaching, are computer displays. The
advantages of this medium include: visual feedback, entertaining, game
like quality of programs, a great amount of individual feedback and the
opportunity to compare learner’s own production of speech with a native-
speaker model. The only limitation of this medium that learners and
teachers may come across is the availability of software, since many
schools are still not equipped with large enough computer labs to meet
users need.
Drills
Drills went out of fashion with audiolingualism because they
became associated with mindless and repetitive approaches to teaching.
However, drills definitely do not have to be mindless, and they offer a
welcome opportunity for learners to get their tongues around new language
without the extra strain of trying to communicate. Most learners love them,
as long as they are done confidently and do not dominate teaching. Choral
19

drills, in which the whole class repeats a clear model from the teacher, are
useful for anonymous practice. Individual drills, in which the teacher
selects a student to repeat the item individually after it has been practised
in unison, allows the teacher to assess individual progress. Remember that
new learners need the opportunity to say items of vocabulary!
Table 1: Some techniquesof drilling

To help Techniques
practise sounds Choral drilling, individual drills
highlight stress Clapping, clicking, tapping, gesture,

elastic bands, punches in the air,
dots, underlining
correct and give feedback A repertoire of gestures, empathy,

sense of humour
encourage practice outside the Pronunciation homework

classroom
Marking stress
Unlike other languages, the word stress patterns of English are
relatively unpredictable, and so stress must be marked when dealing with
new vocabulary. Some teachers use big dots for stressed syllables and
small dots for unstressed syllables in a single word. One set of dots is
plenty for the teaching of word stress, although the smaller dots are useful
for marking unstressed syllables within a sentence, as we shall see in the
activities described below. For marking stress when speaking, claps, clicks,
stamps or punching gestures can be used. If learners are having trouble
with the concept of stress, try getting them to stretch an elastic band
around their fingers. Get them to pull their fingers apart on stressed
syllables, and release the pressure on unstressed syllables, so that they can
‘feel’ the stress physically as the elastic band stretches and relaxes on their
fingers.
20

Demonstrating how sounds are made
Although by far the best way of learning to say something is to
listen carefully and to imitate, some learners find it helpful to be able to
analyze how a sound is made, or to see how it may be different from a
similar sound in their own language. A good example of where such
illustrations can be useful is the practicing of the difference between /l/ and
/r/. After learners have listened to these sounds in context and in isolation,
they may find it helpful to be shown that a crucial difference between these
two in English is that the tongue curls back and does not actually touch the
roof of the mouth for /r/, but does touch it for /l/. You can demonstrate this
by curling one hand to represent the roof of the mouth, and using the other
to demonstrate the action of the tongue in each case assigned to whom. For
example, perhaps a student ‘Minh’ in your class has a particular difficulty
with word-final consonants and liaison. One day, you notice in class that
she has problems with the phrase ‘Can I pick it up?’, and so you assign this
utterance to her for extra practice, and then ask her to say it to you later in
the week. Trigger questions or statements that lead on to the target
utterance are useful devices to monitor progress in a light-hearted way. For
example, you could say to Minh, ‘Oh, I dropped it!’, and this would be her
cue to say her practice utterance. By keeping a record of the triggers and
practice utterances for each member of the class, you can target particular
issues with individuals in a way that sounds like natural speech.
Teaching procedures
1. Pre-activities (15 minutes)

a. Brainstorming based on the slide.
b. Explaining the purpose of the study
2. Whilst-activities (55 minutes)
a. The students are divided into 5 groups
b. The lecturer gives the view of the material/ will present about the
topic. Moreover, students have to conduct a discussion related on
the topic.
c. After 15 minutes, every group should give their opinion about the
topic (question and answer discussion)
21

d. The lecturer gives more detailed explanation to make sure the
students understand the topic.
e. The lecturer gives the students a chance to ask everything related
with the topic.
Summary
Summing up, there exists a wide range of activities that target

pronunciation skills. And, given how pronunciation impacts learning and
language use, it is a competency that merits more attention than it currently
receives. We must, however, recognize that effective instruction (in
pronunciation as well as any other area) is directly related to a teacher’s
understanding of the subject matter and the student population. Students
cannot receive proper and adequate pronunciation instruction unless
teachers possess the expertise and knowhow which allows them to
anticipate and recognize problem areas, identify and impart relevant
information, and design and implement appropriate instruction; in other
words, teachers need grounding in the phonetic/phonological systems of
both the L1 and L2 as well as familiarity with teaching techniques (Brinton
et al., 2005; Burgess and Spencer, 2000).
Students’ Practice and Worksheet
Exercise 1.Practicing Stress In Words And Short Phrases

a. Names/suburbs
This activity works well in conjunction with a speaking activity in
which the teacher and learners throw a cushion around the circle. The
person holding the cushion must tell the class their name and where they
live. (I’m ___________ . I live in ___________.) The teacher writes
his/her name on a card and marks in the stress pattern, for example:
Jacky
••
Then the students each take a card and write their names, work out the
stress pattern and mark the pattern on their card, for example: When
22

completed, the students find others with the same pattern and stand in a
group with them. Then blue-tac the cards on a whiteboard under headings
of stress patterns, eg • • / • • • and so on. Repeat the activity with the names
of suburbs.
b. Matching games
Once your class is familiar with how you mark stress (eg with a
series of dots, or with a series of small and big claps), there are a number
of activities and games that you can organise to help them practise the
stress patterns of words or short phrases. A simple activity involves having
students match the stress pattern they hear (or see) to the corresponding
phrase or word with that pattern. For example, below is a brief list of
useful phrases and their stress patterns:
I’ve finished
I’d love to • • •
Don’t worry
Keep quiet •••
See you later
Come and see us • • • •
Don’t forget!
Yes, of course! • • •
It’s possible • • • •
It’s not allowed • • • •
Ashenge • • •
Learners can match the phrase to the pattern clapped out by the
teacher, or they can do this in groups, with one student doing the clapping
and the others matching the pattern to the words. In pairs, they can sort a
series of words/phrases into the right pattern, and then ‘test’ their answers
by trying to say the words/phrases with the correct stress pattern while
other groups check their answers. It is useful to have the phrases and stress
patterns on separate cards, as these can be used as the basis of a variety of
matching games, including the old favourite ‘Snap’. Vocabulary-building
activities (for example, matching goods to the shops where they can be
bought) can also have an added ‘match the stress pattern’ activity added to
them.
23

1. Practising Sentence Stress
a. Telegrams/mobile phones
Learners will usually need some specific focus on sentence stress,
particularly if they come from a language background with very different
L1 sentence stress patterns. The basic concept they need to grasp is that
some words are more important than others in an utterance, and that these
will be stressed, while relatively unimportant words will be unstressed.
Stepping out
Stepping out is a useful fun activity that can be used with any
utterance to give learners a physical sense of rhythm in English. Take any
utterance, or get learners to choose one (the longer the utterance, the more
challenging the activity). In small groups of three to five, get them to work
out where the major stresses would be, for example: I’d love to come to
the party but I’m working
••••••••••••
on Sunday
•••
Learners then hold hands in their groups and ‘step out’ the
utterance that is, they walk forward as they say it. However, they are only
allowed to take a step on a stressed syllable – that is, as they say ‘love’,
‘part’, ‘work’ and ‘Sun’ in the above example.
2. Practising Stress And Unstress
I went shopping and I bought …

Learners often have more difficulty with unstressed syllables than with the
stressed ones, since unstressed syllables can be rather tricky to focus on as
they are not salient in the discourse, and when you start to focus on them
you tend to stress them! However, they can be illustrated in everyday
language
Weak form cloze and fast dictation

Another way of focusing on unstressed words, particularly those with a
grammatical function, is the ‘weak form cloze’. Using any spoken text that
the class has worked with, simply remove the unstressed grammatical
24

words from the written transcript of the text. Then get learners to fill in the
gaps as they listen. Pair work during this activity can produce some
interesting discussions. Dictations done at fast speed can also help learners
understand how weak forms are used in spoken language.
3. Practising Intonation
As with other aspects of pronunciation, particularly suprasegmental

aspects, it is important to practice intonation in context. This means that
there should be some sort of focus on intonation in any dialogue work.
Two specific dialogue activities are outlined below.
Friends?
You can draw learners’ attention to the importance of intonation by
playing them two versions of the same dialogue, both with exactly the
same words but with differences in intonation. In the first version, speaker
B is interested in starting a conversation and uses a wider pitch range to
communicate this. In the second version, speaker B is not at all interested,
and communicates this lack of enthusiasm through a flat intonation which
is low in pitch.
A: Are you going to Melbourne?
B: Yes, I am.
A: Oh! I’m going there, too!
B: Are you?
A: Do you come from there?
B: Yes.
A: So do I. I live in Richmond.
B: Really.
The listener
It is also useful to practise the use of intonation in specific situations. The
dialogue below is an example of how a particular function can be
practised, in this case the use of a fall-rise for encouraging continuation of
a story, and the use of a rise-fall for strong feelings (see AMEP Fact sheet
– Pronunciation 1). The word ‘Yes’ is said by speaker B with a fall-rise
tone throughout to encourage speaker A to keep going all the way through
the dialogue until the story is finished.
25

B’s final turn, however, is said with a rise-fall tone to show strong interest.
A: You know the new student in our class?
B: Yes.
A: Well, you know she’s got a sister?
B: Yes.
A: And the sister was on Neighbours last week?
B: Yes.
A: Well, she’s going to marry my brother!
B: Wow!
Shock dictations
Short shock dictations of phrases such as ‘good on you’, ‘be a sport’, ‘go
on’, ‘slow and steady’ can be a useful way of raising awareness of how we
link words in everyday speech. Getting learners to count syllables, mark
stress and pick out the liaison on utterances such as ‘I couldn’t have’, ‘You
shouldn’t have’ and ‘What did you do that for?’ can be quite illuminating!
Students Worksheet
Answer these following questions!
1. Do you really believe pronunciation can be taught? Explain your
answer!
2. How many approaches that you know in teaching pronunciation?
3. Which of the approaches that you consider as the best approach in
pronunciation teaching? Give your reason!
4. How can we know which methods and materials are best to use in
pronunciation learning?
5. List how many techniques that we know to teach pronunciation?
6. What is the difference between technique and approach in learning
pronunciation?
7. Which of the techniques that you consider as the best one in
pronunciation teaching? Give your reason!
8. Try to make a lesson plan that use one of the approaches and
techniques mentioned above!
26

CHAPTER III
STRESS PATTERNS
Introduction
The discussion of this chapter is about stress patterns. In reality,

Stress patterns are essential in learning English. People notice the number
of syllables and the pattern of stressed and unstressed syllables to
understand a person’s saying. If there is something wrong in a person’s
syllable stress pattern of a word or words, the difficulty of understanding to
what he/she is trying to say may come up. Furthermore, the amount of
syllables in a word or a group of words is the number of vowels in the
words. Words with two or more syllables, one syllable is always stronger
than the others or stressed. Those with stressed syllables tend to be
stronger, so they might be louder, longer, or be with a different pitch
(higher or lower) from unstressed syllables around them. The words also
have full, clear vowels, while in unstressed syllables the vowel is usually
shortened or pronounced as a neutral vowel (Yates, L & Beth ,Z. ,
2009:25).
In addition, words with more than one syllable contain a fixed

stress pattern. As the example, electric, relation, and presenting, they all
have the same stress pattern because they are in the same number of
syllables (they all have three), they have the same pattern of stressed and
unstressed syllables (the second syllable is stressed). In dictionary Stress
patterns are usually marked by a mark before the stressed syllable, such as
in the words: e’lectric, re’lation, and pre’senting (Yates, L & Beth, Z.,
2009:25). In books and teaching resources, occasionally, capital letters are
used to show stressed syllables and lower case for unstressed syllables
(eLECtric, reLAtion, preSENting).
27

Another way to write stress patterns for teaching purposes is by
using different sized dots to be a symbol of stressed and unstressed
syllables and placing the dots under the vowel in each syllable, such as:
e lec tric re la tionre la tion  pre sen ting 

pre sen ting
o O  o  O  o  O 
o  o  o 
Notes :
O refers to primary stress
o  refers to secondary stress
Lesson Plan
Basic Competence:
The students are able to understand stress patterns in English and

differentiate stressed and unstressed syllable of English.
Indicators:
1. The students enable to explain Stress patterns.
2. The students enable to explain syllable in learning pronunciation.
3. The students enable to explain the use of stressed and unstressed
syllable.
28

Detailed Materials
Word Stress
What is word stress?
When we speak multi-syllable words, the stress comes on one of

the syllables while the other syllables are usually spoken quickly. For
example, we have the words qualify, banana, understand. These words
have three identifiable syllables, and one of the syllables in each word will
sound louder than the others. Then, they will be written as QUAlify,
baNAna, and underSTAND. The syllables written in capitals are the
stressed syllables. In a word in isolation, each stressed syllable changes in
the pitch and the vowel sound on that syllable is lengthened.
Stress may be on the first, middle, or last syllables of words, as the

following examples:
Table 2. The examples of the use of stress
Ooo oOo ooO

SYLlabus Engagement usheRETTE
SUBstitute Banana kangaROO
TECHnical Phonetic underSTAND
We can recognize where the stress falls by trying these ideas:

1. Put this word in the end of a short sentence, and say it over a few
times: for example, It’s in the syllabus; He had a prior engagement; I
don’t understand.
2. Say this word as though you have been surprise: for example,
SYLlabus? baNAna? kangaROO?
In dictionaries we take a note of the stress with help of a mark before the
stressed syllable. They are written like these; /bə’nɑ.nə/,
/ɪn’geɪdʒ.mənt/, /’ ʌn.də’stænd/.
29

Rules of word stress:
Core Vocabularies: Many everyday nouns and adjectives of two-

syllable length are stressed on the first syllables. Examples are: sister,
brother, mother, water, paper, table, coffee, lovely, etc.
Prefixes and suffixes: These are not usually in English. Consider:
QUIetly, oRIGInally, deFECtive, and so on. (None the exception, though
among prefixes, like Bicycle, DISclose.)
Compound words: Words formed from a combination of two
words tend to be stressed on the first element. Examples are: POSTman,
NEWSpaper, TEApot, and CROSSword.
Words having a dual role: In the case of words which can be
used as either a noun or a verb, the noun will tend to be a stressed on the
first syllable (in line with the core vocabulary rule above), and the verb on
the last syllable (in line with the prefix rule). Examples are: IMport (N),
imPORT (V); REbel (N), reBEL (V); and INcrease (N), inCREASE (V).
What is unstressed?
In recognizing one syllable as stressed, the syllables around is

unstressed. In the word SYLLABUS, we noticed that the first syllable is
stressed. This indicates that the final two are unstressed. Moreover, in the
word BANANA, the first and third syllables are unstressed, and the middle
one is stressed. We can advance our pronunciation by focusing on
pronouncing the stressed syllable undoubtedly.
On the subject of unstressed syllables, there are a variety of things
to notice. The phoneme known as schwa, or the sound of /ə/ can be heard
in the first syllable of about, in the second syllable of paper, and also in the
third syllable of intricate.
30

The table below shows the use of /ə/ with the corresponding
written vowels underlined.
Table 3. The use of /ə/

Ooo oOo OoO
SYLLabus EnGAGEment UsheRETTE
SUBstitute BaNAna KangaROO
TECHnical PhoNEtic UnderSTAND
From table 3, we know that sound /ə/ is the most regularly

occurring vowel sound in English. It never appears within a stressed
syllable. Schwa is by an unstressed sound. If you try to stress any syllable
which naturally contains /ə/, you change its properties, and another
phoneme is produced.
As it can be seen from the words in the following table, /ə/ can be
represented through spelling in a variety of ways. Here are some spellings,
with the use of /ə/ underlined.
Table 4. The use of some spelling with the use of /ə/

As in arise, syllable, banana
As in phenomenon, excellent, and vowel
As in pupil, experiment, communicate
As in tomorrow, button, and develop
As in support, bogus, and difficult
Sometimes whole syllables or word endings might be reduced to

/ə/, as in butter, thorough, facilitator, and polar. This is common among
British English accents, however not so common in US English.
31

Furthermore, /ə/ is a central sound in syllable, and several written
vowels may represent the sound; this is very common in words ending in –
ous (like conscious and fictitious). It also occurs commonly in –al endings
(like spatial, capital, and topical), in –ion words (like session,
pronunciation, and attention), and –ate endings (like accurate, private, and
delicate). You will notice that there is one word in the table on the previous
page in which /ə/ does not occur (substitute). It is important to remember
that not all unstressed syllables contain /ə/, but it is our most common
vowel sound.
Sentence Stress
In a discussion about stress, there are ways where a speaker wants

to give information about the certain message to the listener. One of the
ways is to write or utter stress on the words which carry the information.
When words are set together in a sentence or utterance, certain syllables
will be stressed in order to express the most important information. For
listeners, it is important that they enable to focus on the utterances. While
for the speakers, they have to give highlight in their important information
or message. Otherwise the listeners will get difficulty in interpreting or
understanding the utterances or sentences they are listening.
The teaching of sentence stress is more effective if the teacher can
select the ‘important’ message of the context. It is simply that our speaking
or our utterances is emphasized to the most important words. But how can
we know or choose the most important one? Because it seems that every
word is important. It is to remember that our utterances is not tied to
sentences. When we are doing conversation, we often use incomplete
sentences, phrases which would be considered ungrammatical if written
down, interrupt each other, and so on. Nevertheless, a study of stress
within complete sentences provides ‘a user-friendly’ way of drawing
attention to the main aspects of how we use stress in speech.
Generally, we give stress to content words: nouns, verbs,
adjectives, and adverbs, and we do not give stress to the structural or
functional words, such as articles, prepositions, auxiliary verbs,
conjunctions, and so on. Those structural or functional words unstressed in
sentences are usually pronounced in weak forms of pronunciation.
32

Teaching Procedures

a. Brainstorming: before the lesson starts, the lecturer provides some
examples of the topic of the day.
b. The students try to share their idea.

a. The lecturer divides the students into some groups and chooses the
leader for each group.
b. The lecturer gives some example of words in a paper and asked the
group to answer.
c. The students conduct discussion.
d. After 15 minutes, every group should give their opinion about the
given examples
e. The other groups give response
f. The lecturer gives more detailed explanation to make the students
understand.
g. The lecturer gives the students a chance to question then the
lecturer answer the students’ questions.
h. The lecturer gives the students exercises.

Summary
After reading the detail explanation about stress pattern, we can
conclude that stress patterns are really essential. In learning English, we
often account for how many syllables are available and the pattern of
stressed and unstressed syllables in order to understand someone’s
utterance or sentence. If there is something that is not quite right about a
learner’s syllable stress pattern in a word or across a series of words in
connected speech, we might find them difficult to understand and might
even hear something completely different to what they are trying to say.
33

In words that have two or more syllables (multisyllabic words),
one syllable is always stronger than the others, or stressed. Stressed
syllables tend to have more force, so they might sound louder, longer, or
have a different pitch (higher or lower) from unstressed syllables around
them. They also have full, clear vowels, while in unstressed syllables the
vowel is usually shortened or pronounced as a neutral vowel
Exercise 1: Listen to the teacher and decide on which syllable the words
are stressed, and then write them!
Advertise impact salutary area interest

Interesting vegetable criticize policy criticism
Advantage efficient majority appropriate machinery
Police develop idea development machine
Action mention distribution explanation education
Ability credibility possibility reality reliability
Dynamic scientific academic realistic fantastic
Exercises 2: Underline the words which are stressed in the following

sentences!
1. I thought we would watch a movie or video.
2. We are having our neighbors over for dinner.
3. I want to sleep for as long as possible.
4. I’d like to go hiking or camp at the beach.
5. I need to catch up on our work I didn’t get done this week.
6. I have a list of a mile long of things to do.
7. I have got to get ready for a math exam.
8. There is a new exhibit at the art museum I would like to see.
34

CHAPTER IV
ENGLISH CONSONANTS
Introduction
This chapter is focused on English consonants. As we know,

consonants are formed by interrupting, restricting or diverting the airflow
in a variety ways. There are three ways of describing the consonant
sounds, they are voicing, the manner and place of articulation.
In this session, we will discuss about voicing, the manner of

articulation; plosive, affricate, fricative, nasal, lateral, and approximant.
Besides, it wil be completed by the explanation of place of articulation;
bilabial, alveolar, velar, palato-alveolar, labio-dental, dental, glottal,
lateral, palatal .
Before learning process, lecturer shows the slide, then asks the
students according to their knowledge about consonants. After the students
give response, the lecturer explains it. In this process, the lecturer and the
students need media such as laptop, LCD to support their activity.
Lesson plan
Basic Competence
The purpose of the learning is students are able to explain English

consonants
Indicator
1. Students are able to explain what is consonant
2. Students are able to explain the manner of articulation
3. Students are able to explain the place of articulation
35

Detailed Material
Consonants
In contrast to the ‘open’ sounds of vowels, consonants are closed

sounds. This means that there is some type of obstruction to the airflow
from the lungs by parts of the mouth coming into contact with each other,
or very nearly contacting, thus closing off the free flow of air. For
example, the lips could come together for the sound ‘b’ as in ball, or the
tongue tip could almost contact the gum ridge just behind the upper
incisors for the sound ‘s’ as in sun. These contacts, and near contacts,
impede the free flow of air through the vocal apparatus. It is this kind of
closure that characterizes consonant sounds.
The Consonants of English
Voicing
Voicing refers to whether or not the vocal folds are vibrating
during the production of the consonant. If they are not vibrating the sound
is voiceless and if they are vibrating then the sound is voiced. Consonant
can be voiced or unvoiced. In addition to the presence or absence of
voicing, consonants can be described in terms of the manner and place of
articulation.
Manner Of Articulation
In the manner of articulation, the vocal tract may be completely closed so
that the air is temporarily unable to pass through. Alternatively there may
be a closing movement of the lips, tongue or throat. As in the case of nasal
sounds, the air is diverted through the nasal passages. The various terms
used are explained in the following table:
Table 5. The various terms in the manner of articulation

Plosive sounds that cannot be sustained and which have a
‘popping’ quality. In the other word, it occurs when a
complete closure is made somewhere in the vocal tract.
36

Air pressure increases behind the closure, and is then
released ‘explosively’. Plossive sounds are also
sometimes referred to a stops e.g. ‘p’ as in pea and ‘b’
as in boy
Affricate these are ‘combination’ sounds that begin with a

complete obstruction formed by the tongue tip
contacting the gum ridge, just behind the upper incisors,
before the air is released slowly with friction, e.g. ‘ch’
as in chop and ‘j’ as in jam
Fricative as air exits through the mouth it forces its way through a
narrowed gap (for example, by the tongue tip very
nearly touching the gum ridge just behind the upper
incisors) this creates turbulence or friction, e.g. ‘s’ as in
so and ‘f’ as in fit
Nasal sounds in which the escaping air passes through the

nasal cavity, e.g. ‘m’ as in map and ‘n’ as in nap
Lateral A partial closure is made by the blade of the tongue
against the alveolar ridge. Air is able to flow around the
sides of the tongue,. E.g. /l/
Aproximant it occur when one articulator moves close to another, but
not close enough to cause friction or to stop the airflow.
A group of four sustainable sounds – ‘w’ as in we, ‘r’ as
in red, ‘l’ as in let and ‘y’ as in you
However, as well as the above six main divisions, consonants can

be further described in terms of their voicing, place of articulation and
manner of articulation:
Place of Articulation
Table 6. The place of articulation
Bilabial Using closing movement of both lips, e.g. /p/ and /m/
37

Labio-dental Using the lower lip and the upper teeth, e.g. /f/ and /v/
Dental The tongue tip is used either between the teeth or close
to the upper teeth, e.g. /θ/ and /δ/
Alveolar The blade of the tongue is used closed to the alveolar
ridge, e.g. /t/ and /s/
Palato- The blade (or tip) of the tongue is used just behind the
alveolar alveolar ridge, e.g /ʧ/ and /ʤ/
Palatal The front of the tingue is raised close to the palate, e.g.
/j/
Velar The back of the tongue is used against the soft palate,
e.g. /k/ and /ƞ/
Glottal The gap between the vocal cords is used to make audible
friction, e.g. /h/
Voicing, manner and place of articulation are together

summarize in the following table:
38

Additional
( /l/ = lateral and alveolar)
Voiced phonemes : b, m, v, δ, d, z, n, l, ʤ, ʒ, r, j, g, w,ƞ
Unvoiced phonemes : p, f, θ, t, s, ʃ, k, h
39

Figure 1 : Major areas of articulation
Figure 2: picture of the tongue
According to the picture of the position of the tongue, it can be described:
Plosives
/p/ and /b/ : plosives
Bilabial sounds : total closure is made using both lips.
The soft palate is raised. /p/ is unvoiced and /b/ is voiced.
Ex : pin/bin, cap/cab, happen/ cabbage
/t/ and /d/ : alveolar sounds. Closure is made by the tongue blade
against the alveolar ridge. The soft palate is raised. / t/ is
unvoiced and /d/ is voiced
e.g : tall, hit, dark, head
40

/k/and /g/ : velar sounds. Closure is made by the back of the
tongue. Against the soft palate. /k/ is unvoiced and /g/
is voiced.
e.g :cab, lack/ good, tag
Affricates
/ch/and/dj/ : palato-alveolar sounds. The tongue tip,blade and rims
close against the alveolar ridgeand side teeth. The front
of the tongue is raised, and when the air is released,
there is audible friction. The soft-palate is also raised. /t/
is unvoiced and/dj/ is voiced
e.g: cherry, match judge, january
Fricatives
/f/ and /v/ : labio-dental sounds. The lower lips makes light contact
with the upper teeth. The soft- palate is raised. /f/ is
unvoiced and /v/ is voiced.
e.g: very, above, fine, wife
/θ/ and /ð/ : dental sounds. The tongue tip makes light contact with
the back of the top, front teeth. Or tongue tip may protrude
between upper and lower teeth. The soft palate is raised.
/θ/ is unvoiced and /ð/ is voiced
e.g. thing, both, this, father
/s/ and /z/ : alveolar sounds. The tongue blade makes light contact
with alveolar ridge. The soft-palate is raised. /s/ is
voiceless and /z/ is voiced.
e.g : saw, house, zap, goes
/ʃ/ and /ʒ/ : palato-alveolar sounds. The tongue blade makes light
contact with the alveolar ridge, and the front of the tongue
is raised. The soft palate is also raised. /ʃ/ is unvoiced and
/ʒ/ voiced.
e.g :shape, push pleasure, beige
41

/h/ : a glottal sound. Air passes from the lungs through the
open glottis, causing audible friction. Tongue and lip
position is that of the following vowel sound. The soft-
palate is raised. /h/ is voiceless.
e.g : her, ahead
Nasals
/m/ :a bilabial sound. Total closure is made by both lips. If
followed by /f/ or /v/, the osure may be labio-dental. The
soft-palate is lowered, and air passes out through the nasal
cavity. /m/ is voiced
e.g : man, team
/n/ : an alveolar sound. The tongue blade closes against the

alveolar ridge, and the rims of the tongue against the side
teeth. The soft palate is lowered, and air passes out
through the nasal cavity. /n/ is voiced.
e.g : no, on, know
/ŋ/ : a velar sound. The back of the tongue closes against the
soft palate. The soft palate is lowered, and air passes out
through the nasal cavity. It is voiced.
e.g : ring, singer
Lateral
/l/ :A lateral sound. A partial closure is made by the blade of
the tongue against the alveolar ridge. Air is able to flow
around the sides of the tongue. The soft palate is raised. /l/
is voiced.
e.g : let, tall
Aproximants
/r/ : a post-alveolar sounds, as the tongue tip is held just
behind (not touching) the alveolar ridge. The soft-palate is
raised.
e.g :right, scary
42

/w/ : a labio-velar semi-vowel. The tongue is in the position of
a close back vowel. The soft-palate is raised. The sounds
glides quickly to the following vowel. It is voiced.
E.g :wet, away
/j/ : a palatal semi-vowel. The tongue is in the position of a

close front vowel. The soft palate is raised. The sounds
glides quickly to the following vowel. /j/ is voiced.
e.g: you, soya
Diagram 1. Characteristics of consonants
Teaching procedures
43

1. Pre-activity (15minute)
a. Write the topic in the white board or slide PPT
b. Explaining the goal of learning
2. Whilst-activities (55 minutes)
the topic.


with the topic.
3. Post-activity (30 minutes)

Summary
In this chapter we have :
• Considered the characteristics of the consonant sounds. Consonant

sounds can be described in terms of the manner, place and force of
articulation. Sounds may also be ‘voiced’ and ‘unvoiced’. We have
primarily thought about manner, place and the presence or absence
of voicing.
• Considered variety of classrom activities for focusing on

consonant sounds in the classroom.
44

Students Practice /Further Activities
1. Sound Chain
This activity is useful for working on initial clustersof two or more

consonants. Starting with a given word ( which can be suggested
either by the teacher or by the first student in the chain), student
think of a word which includes, in its own initial cluster, one of the
sounds which appears in the previous word.
For Example : green /gri:n/ brick/ brik/ blu:/ play /plei/ flower
/flauə/
2. Tongue Twisters
This activity can be used on difficult consonant phonemes. Well

known examples are things like : she see a ship on the sea shore,
she sells sea shells on the sea shore (useful for practicing s and
might be used for contrasting the articulation of /s/ and /ʃ/)
3. Phoneme and Vocabulary Exerciser
Choose a sound or sounds you want to concentrate on. Then

choose various strategies. Student have to give at least one word
per category which start with the ‘target’ phoneme. You can vary
the instructions ( for example, the words might simply have to
include the target sound rather than start with it), and the activity
can be done as a race against the clock, as a collaborative exercise,
individually as a class, or in teams. The example below have been
produced by learners having difficulty with ?p?. the activity might
equally well be used for working with vowel sounds
Food Place Part of Animal Colour Verb

body
Peas Poland Pupil Pig Purple Press
45

Students Task
Make a group of 5 and make an explanation of consonants sound

(including manner, place and the position of the tongue) in a slide. Besides
make a game/ quiz that can test or improve the ability of the students
Students Worksheet
Exercise 1. Answer these following questions!
1. How many number of English consonants?
2. How many place and manner of articulation found in English

consonants? Mention it!
3. Describe the situation when we call that the consonant is voiced or

voiceless!
4. Give the symbol of the consonant in the bold !
CONSONANTS
Church
Judge
Think
The
She
Vision
yellow
5. make three example of words that contain the consonant below

Consonant Words Consonant Words
P l
T r
K J
46

B w
d h
g m
ʧ s
ʤ z
F ʒ
Δ Ƞ
Θ ʃ
6. Choose at least ten consonant to be explained the manner and

place of articulation
7. Hidden Word Search

Collect as many as words in the grid below. (the phonetic and the
word)
J S W I: t K ɔ: N
ə aʊ L f I L ɒ K
T ʊ K s p R aʊ T
47

ə K Æ r ə T n aʊ
M K B v ƞ ɜ: b R
ɑ: H I z ʊ N i: P
T B ʤ f i: I n F
əʊ T Ei t ə P z ə
48

CHAPTER V
ENGLISH VOWELS
Introduction
This chapter discusses vowel. We know that vowel is used to

recognize words in English. It is important to pronounce vowels in stressed
syllables. But then, when we come to the question “How many vowel
sounds do you think there are in English?”. It is little bit easy: the answer
is NOT five. It is right that there are five vowel letters but there are rather
more than five vowel sounds in English. It is also important to note that
letters and sounds are different. The difficulty is that there are only five
vowel letters in Roman alphabet which is not enough to symbolize all the
vowel sounds of English. Therefore, all of the letters double up to
symbolize more than one sound. For example, the letter ‘a’, which is
pronounced in a different way in the following words: man, made, many,
vary, father, fall, was. Even though not every person produces seven
different vowel sounds for the ‘a’ in these words, all speakers of English
differentiate at least some of them. So, let’s come back to the original
question: how many vowel sounds are there in English?. Unfortunately, the
answer is not straightforward.
Lesson Plan
Basic Competence:
The students understand vowels and diphthongs.
Indicators:
1. The students are able to explain what vowels are.
2. The students are able to explain what single vowels are.
3. The students are able to explain what diphthongs are.
49

Detailed Materials
A vowel refers to a speech sound which is created by allowing

breath to flow out of the mouth, without closing any part of the mouth or
throat (although the lips may move to create the correct sound, as in
creating the sound “o”). Some of the English alphabet letters that
symbolize vowels are: a, e, i, o, u, and sometimes y. The other expert said
that a vowel is a sound which can be produced without the assistance of
any other. In English there are 20 vowel sounds which are divided into 12
single vowels and 8 diphthongs. Two vowel sounds said close together.
Furthermore, both vowels and diphthongs are represented by a phonemic
symbol (see the tables). The phonemic symbols generally used in
dictionaries and teaching resources that represent the 20 English vowels
are: Single Vowels and Diphthong (Yates, L & Beth, Z., 2009:53).
Table 7. English vowels and Diphthongs
Single Vowels Diphthongs

Short Long eɪ - play
ɪ - bin i: - see aɪ - buy
e - pen ɑ: - heart ɔɪ - boy
ӕ - man ɔ: - four ǝʊ - phone
ʌ - fun u: - blue aʊ - loud
ɒ - hot ɜ: - bird ɪ ǝ - cheer
ʊ - look eǝ - hair
ǝ - about ʊǝ - cure
From the previous table, we know that single vowels are divided
into two; short and long. While diphthongs are the combination of two
vowels sounds. The pictures below will show you where vowels are
produced.
50

Figure 3
http://202.121.48.120/f1753ebb-5c5c-4786-adbd-b425...
Figure 4
51

Figure 5
The chart is a symbol of the ‘vowel space’ in the centre of the mouth
where vowel sounds are articulated.
- ‘Close’, ‘Close-mid’, ‘Open-mid’ and ‘Mid’ refer to the distance
between the tongue and the roof of the mouth.
-‘Front’, ‘Centre’ and ‘Back’ and their corresponding ‘vertical’ lines
refer to the part of the tongue.
-The position of each phoneme represents the height of the tongue, and
also the part of the tongue which is raised.
In short, vowels in English are usually described and classified
differently form consonants. The basic categories of vowels relate to
tongue position, lip posture and length:
a. Tongue position – the tongue can be high in the mouth as for /i:/, / ɪ /, /
ʊ /, /u: /, or low in the mouth as for /ӕ /, /ʌ /, /ɑ: /, /ɒ/, or intermediate
52

between these as for the mid vowels /e /, /ɜ: /, /ǝ /, /ɔ: /; the tongue can
also be towards the front of the mouth as for /i:/, /ɪ /, /e /, /ӕ / or
towards the back as for /ɑ: /, /ɒ/, /ɔ: /, /ʊ /, /u: /, or intermediate between
these as for the central vowel /ɜ: /, /ǝ /, /ʌ /.
b. Lip posture – the lips can be spread as for /i:/, rounded as for / u: /, or
neutral as for /ɜ: /. In English, all the front vowels and the central
vowels are unrounded vowels, i.e., without rounding the lips, and all the
back vowels except /ɑ: / are rounded vowels.
Rounded Spread Neutral
Figure 6
Rounded: the lips are pushed forward into the shape of a circle.
Example sound: /ʊ /
Spread: the corners of the lips are moved away from each other, as when
smiling. Example sound: /i:/
Neutral: the lips are not noticeably rounded or spread. Example
sound: / ǝ/.
c. Length – vowels can be long/ tense as in the English vowels /i:/ ‘heat’,
/ɑ: / ‘heart’, /u: / ‘hoot’, /ɜ: / ‘hurt’, or short as in the English vowel /ɪ
/ ‘hit, /e / head’, /ӕ / ‘hat’, /ʊ / ‘put’, /ɒ / ‘hot’.
53

After applying the three criteria, we can now appropriately
describe some of the English vowels. For example, the vowel /e / can be
described as mid, front, and unrounded, but the feature “unrounded” is
usually omitted since all front vowels in English are unrounded. Thus, the
description of each vowel is as follows:
/i:/ high front long/tense vowel

/ɪ/ high front short/lax vowel
/e / mid front vowel
/ӕ/ low front vowel
/ɑ: / low back unrounded vowel
/ɒ/ low back rounded vowel
/ɔ: / mid back rounded vowel
/ʊ / high back short/lax vowel
/u: / high back long/tense vowel
/ʌ / low central vowel
/ɜ: / mid central long/tense vowel
/ǝ / mid central short/lax vowel
Tongue Twisters
Learners might need to build up unused muscles in their mouths

and create the habit of making sounds properly in order to advance
pronunciation. Tongue twisters in which difficult sounds are repeated or
contrasted are the exercises of practicing pronunciation
(http://www.eltmedia.heinle.com/.../0618144013_33012.pdf).
Directions: Please choose the tongue twisters below. Repeat them as many
as possible everyday. Say them slowly at the beginning and as your
pronunciation develops, speak them more quickly.
Tongue Twisters for Vowels

Practice with many vowel sounds /e/, /ɒ/, / ǝ/, / ɔ:/, /I/, / ӕ /
Betty Botter bought some butter, but she said “This butter’s bitter.
“If I put it in my batter, it will make my batter bitter.”
So, she bought some better butter, better than the bitter butter.
54

When she put it in her batter, the butter made her batter better.
Practice with many vowel sounds / ӕ /, / ɒ /, / aʊ /, / ɔ: /, / ǝ /, / aɪ/

Gnats are not now gnawing on the nuts at night.
Practice with / i: / and /I/

The sheep on the ship slipped on the sheet of sleet.
The keen king kissed the quick queen on her green ring.
Practice with diphthongs / aɪ /, / ɔɪ /, and / ǝʊ /

/ aɪ / Quite nice white mice
/ ǝʊ / How now brown cow
/ ɔɪ / The spoiled boy foiled the coy boy’s joy by purloining his toy.
Practice with /ǝʊ /

Joe told a joke he wrote on his own.
I know that’s not the note that Noel wrote.
The coat from the coast cost more than most.
Practice with /u:/, /ʊ/, and /ǝ/

Make some fun, funky food and with some luck
You can bake a kooky cookie or stew a stupid duck
You can look it all up in a cool cook book
Or you can find a good excuse why you shouldn’t have to cook.
Practice with / u:/

There was a rude dude in the mood for food.
Whenever he chewed we all viewed his food.
The better the food, the more he chewed,
So I served crude food to this rude dude.
Practice with / ʊ/
How much wood could a woodchuck could chuck wood? If a woodchuck
could chuck wood in a truck, would a woodchuck cluck while the wood
was chucked?
55

Practice with long and short vowels
Put the bad bat back in the bag.
It didn’t faze the thief to thieve in my face.
He let himself be led to the place for the plays.
The man in the cap had a hat and a cap.
Teaching Procedures

a. Brainstorming: before the lesson starts, the lecturer gives an
illustration and an example of topic that will be discussed.
b. The students try to share and guess the topic.

a. The students are divided into 5 groups and choose the leader for
each group.
b. The lecturer gives the view of the material.
c. Students conduct discussion.
topic,
f. The lecturer gives more detailed explanation to make sure the
g. The lecturer gives the students a chance to ask everything related to
the topic.
h. The lecturer gives the students tongue twister exercises in order that
the students use muscles in their mouths and create the habit of
making sounds properly in order to advance pronunciation.
i. The lecturer gives more exercise in dictation so that the students try
to understand and write what the lecturer says.

a. The lecturer gives the conclusion from the students’ discussion.
b. The lecturer gives motivation and suggestion to the students.
c. The students make reflection.
d. The lecturer gives exercises to the students to do at home.
56

Summary
After reading the detailed materials, we can say that vowel is a
speech sound which is formed by allowing breath to flow out of the mouth,
without closing any part of the mouth or throat. The symbols of vowels
are: a, e, i, o, u, and sometimes y. There are 20 vowel sounds which are
divided into 12 single vowels and 8 diphthongs In English. Two vowel
sounds said close together. In addition, both vowels and diphthongs are
symbolized by a phonemic symbol. The phonemic symbols generally used
in dictionaries and teaching resources that represent the 20 English vowels
are: Single Vowels and Diphthong.
Exercises
VOWEL+R
Part One: Listen and repeat from left to right.

bar bare beer burr bore boor
par pear peer purr pour poor
far fare fear fur for
Part Two: Word Missing

Listen and write in the missing words.
1. Did he go to the _____________ mission?
2. Did he go to the _____________ mission?
3. He bought four ___________ at the fair.
4. He bought four ___________ at the fair.
5. Barb really didn't want see the ____________.
6. Barb really didn't want see the ____________.
7. Larry and Laura __________ their carvings last night.
8. Larry and Laura __________ their carvings last night.
9. The four girls waited for __________.
10. The four girls waited for __________.
57

Pair Dictation
Directions: Work with a partner. Stand on the opposite side of the room
from your partner.
Read, practice, and remember the first sentence from the dictation. Then,
walk over to your partner, and tell your partner the sentence. When your
partner has written it correctly, go back to this page, and read, practice and
remember the next sentence. Finish the dictation in this way.
Hairy Harold
There was a guy named Harold who rarely arranged an appointment at the
barber. Harold also rarely used a razor. So Harold was really hairy. His
dark hair covered his ears, his throat, and his fingers. Hairy Harold
dreamed of marrying Fair Laurie, the daughter of a reckless car racer.
Hairy Harold discovered, however, that Fair Laurie researched bear fur,
which Harold was allergic to.
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
58

CHAPTER VI
GOALS IN PRONUNCIATION LEARNING
Introduction
The topic of this chapter is goal in pronunciation learning. In this

section, we will discuss that most people agree intelligibility is the most
appropriate goal for learners, although different learners may have
different specific goals. Thus the aim of some learners is simply to be
understood in ordinary conversation, while others may aim for greater
proximity to native speaker models.
However, while ESL teachers may be sympathetic to accent
differences, others may be less able or willing to understand certain types
of heavily accented speech. Teachers should aim to help learners become
both intelligible and relatively easy to understand. The model to be used
depends on what our students want to use and what we are able to provide
as teachers. Whatever their accent, the teacher’s role is vital in providing a
good model of spoken English, and every student should have the
opportunity to listen to a range of accents in order to prepare them for life
outside the classroom. All of the cases that make us conclude the goal of
learning pronunciation will be discussed here.
Before the learning process begins, lecturer shows slides then asks
the students according to their knowledge about verb phrase. After the
students give response, the lecturer explains it. In this process, the lecturer
and the students need media such as laptop, LCD to support their activity.
Lesson plan
Basic Competence
understanding goals in pronunciation learning
59

Indicators
1. students are be able to identify their goals in pronunciation
learning
2. students are be able to understan the main features of
pronunciation
Detailed Material
Goals in Teaching English Pronunciation
Aims in language teaching

The current debate about the phonology of English as an
international language (EIL) should encourage us to think about our aims
in language teaching, and specifically in the teaching of English
pronunciation in the context of English for speakers of other languages.
Some of the questions we need to address are as follows.
Are we teaching EFL, ESL or EIL? That is, do we intend our
students to use English as a foreign language, as a second language, or as
an international language? Now the mere formulation of this question
exposes its absurdity. English in Poland may not currently have any role as
a second language in the sense of a role such as it plays in India, Nigeria or
Singapore; but Polish learners of English will surely want to be able to
apply their learning of English both in an EFL context and in an EIL
context. They want to be able to apply their acquired knowledge of English
by participating wherever English is used. It is not realistic to ask for a
choice between EFL and EIL: our students need both.
Do you and your students want to be able to interact with native
speakers? or only with non-native speakers? Will they interact with the
British, the Americans, the Australians, the Irish, the English-speaking
West Indians and the Canadians? Or will they interact with those whose L1
is not English, for example with the Japanese, the Scandinavians, and the
Arabs? Or indeed with those who will shortly be your partners in the
European Union – the Italians, the Spanish, the Austrians – to the extent
that they will be speaking English with them rather than French, German
or some other EU language? Clearly, Polish learners will want to be able to
60

interact with both native speakers (NSs) and non-native speakers (NNSs).
The teaching of English to speakers of other languages may indeed
have different aims in, for example, Britain, Nigeria, and Japan
respectively. In teaching English to immigrants in Britain, the main aim is
clearly to enable learners to interact with British people, native speakers. In
Nigerian primary schools, it is to enable them to participate in the public
life of their country by interacting with other Nigerians. In Japan a main
focus might indeed be the use of English to communicate with the Chinese
or the Latin Americans.
What are the student’s personal aims and aspirations in language
learning? Different students in the same class of school or university may
well have rather different aims. Some just want enough English to
communicate at a basic level, or indeed just enough to pass some
examination. Others aim to achieve the best they possibly can. We must
cater for both types and for those who fall somewhere between. Speaking
personally, I must say that my own aspiration in learning languages is NS-
like proficiency. I acknowledge that I may be unlikely to attain it. But that
doesn’t stop me aiming for it. I try to inspire my students with the same
high ideal. If it were suggested that I should not even aim so high, I should
feel short-changed.
Which is most important for the learner?

Authors such as Pennington (1996: 157) argue that the segmental
aspects of pronunciation build upon other, more fundamental aspects, and
she proposes a hierarchy in which the breath and the voice setting are the
foundation of good pronunciation:
Consonants, Vowels, Word stress, Rhythm, Intonation, Voice (quality)

setting, Breath.
Where time is limited, she proposes that teachers start at the
bottom of the hierarchy with the fundamentals of pronunciation such as
breath, voice setting, intonation and rhythm, before focusing on aspects of
pronunciation that depend on these, such as individual sounds.
However, the extent to which these different aspects of
pronunciation interfere with intelligibility for a particular speaker will
vary, and in deciding what to start on first, the teacher has to take other
factors into consideration. These include the composition of the class, what
61

is teachable in the circumstances, and whether a global or segmental
approach is favoured. Many other authors also recommend a more global
approach, which starts with the larger units of prosody from the top-down,
rather than with individual segments, or bottom-up. This approach fits in
well with an integrated, discourse-oriented and communicative approach to
language teaching in general. Because of its centrality in making meaning,
its relevance to learners from all backgroundsand levels, and its
teachability, stress has been suggested as a useful starting point (Dalton
and Seidlhofer 1994; Chela-Flores 2001).
The Main Feature Of Pronunciation
In order to study how something works it is often useful to break it

down into constituent parts. The following diagram shows a breakdown of
the main features of pronunciation
Diagram 2: Features of Pronunciation
Phonemes Suprasegmental features
consonants vowels intonation stress
voice unvoice Single vowels diphtongs Word sentence stress
Short vowel Long vowel
Phonemes
phonemes are the different sounds within a language. Although

there are slight differences in how individuals articulate sounds, we can
still describe reasonably accurately how each sound is produced. When
considering meaning, we see how using one sound rather than another can
change the meaning of the word. It is this principle which gives us the total
number of phonemes in particular language.
62

For example: the word ‘rat’ has the phonemes /ræt/ . if we change
the middle phoneme, we get /rɒt/ rot, a different word. If you or I
pronounce /r/ in a slightly different way, the word doesn’t change, and we
still understand that we mean the same thing. To make an analogy, our
individual perceptions of colours may theoritically vary, but intiutively we
know that we are likely to be thinking about moreor less the same thing.
We can both look at a green traffic lightand understand its significance,
and how it differs from a red one.
Sounds may be voiced or unvoiced (voiceless). Voiced sounds

occur when the vocal cords in the larynx are vibrated. It is easy to tell
whether a sound is voiced or not by placing one or two fingers on your
Adam’s apple. If you are producing an voiced sound, you will feel
vibration; if you are producing an unvoiced sound, you will not. The
difference between /f/ and /v/, for example can be heard by putting your
top teeth on your bottom lip, breathing out in a continous stream to
produce /f/ , then adding your voice to make /v/. Hold your adam’s apple
while doing this, and youwill feel the vibration.
The set of phonemes consists of two categories: vowel sounds and

consonant sounds. However, these do not necessarily correspond to the
vowels and consonants we are familiar with in the alphabet. Vowel souns
are all voiced, and may be single (like /e/, as in let), or a combination
involving a movement from one vowel sound to another (like /ei/ , as in
/late/); such combinationare known as diphtongs.single vowel sounds may
be short (like /I/, as in hit) or long (like /i:/, as in heat): the symbol /:/
denotes a long sound.
Consonant sounds may be voiced or unvoiced. It is possible to

identify many pairs of consonants which are essentiallythe same except for
the element of voicing (for example /f/ as in fan, and /v/ as in /van/). The
following table lists of English phonemes, giving an example of a word in
which each appears.
63

Table 8. List of English phonemes
VOW ELS DIPHTHO CONSONA

ELS NGS NTS
i: Bead eI Cake P Pin s Sue
I Hit ɔI Toy B Bin z zero
ʊ Book aI High T To ʃ Shot
u: Food Iə Beer D Do ʒ Pleasu

re
E Left ʊə Fewe K Cot h Hot

r
ə About eə Whe G Got m Menta

re l
ɜ: Shirt əʊ Go ʧ Chur n Nose

ch
ɔ: Call aʊ Hous ʤ Judge Ƞ Sing

e
æ Hat famil F Fan l Lamp

y
Ʌ Run vanit V Van r Rose

y
ɑ: Far think Θ Think j Yello

w
ɒ Dog The Δ the w Woma

n
64

Suprasegmental Features
Phonemes, as we have seen, are units of sound which we can

analyse. They are also known as segments. Suprasegmental features, as
the name implies, are features of speech which generally apply to groups
of segments, or phonemes. The features which are important in English are
stress, intonation, and how sounds change in connected speech.
With regard to individual words, we can identify and teach word

stress. usually one syllable in a word will sound more prominent than the
others, as in Paper, or Bottle. The stresses in words are usually indicated in
dictionaries.
With regard to utterances, we can analyze and teach intonation as

well as stress, although the features they can at times be quite hard to
consciouslyrecognise and to describe. Stress gives rhythm to speech. One
or more words within each utterances are selected by the speakeras worthy
of stressing, and thus made prominent of the listener. Intonation, n the
other hand is the way in which the pitch of the voice goes up and down in
the course of an utterance
Utterance stress and intonation patterns are often linked to the

communicationof meaning. For example, in the following utterance the
speaker is asking a question for the first time. In this particular instance as
you can hear on the CD, the pitch of her voice starts reatively high and
falls at the end, finishing relatively low. This intonation pattern is shown
here using an arrow.
1. Where do you live?
if the speaker should ask the question for a second time (having
already been given the information, but having forgotten it), then
the voice falls on the word ‘where’ and rises again towards the end
of the question. this indicates to the listener that the speaker is
aware that they should know the answer.
65

2. Where do you live?
The nestt example s display how stress can have an equal

significant role to play in the communication of meaning. The
most stressed syllables within the utterances are in capitals.
Changes to which syllable is stressed in the same sentence
changes the meaning of the utterance in various subtle ways.
The implied meaning is given in brackets after each utterance.
I’d like a cup of herbal TEA ( A simple request)
I’d like a cup of HERbal tea ( Not any other sort of

tea)
I’d like a CUP of herbal tea ( Not a mug)
The first example is like the default choice , a first time

request, while in the other two examples there is an apparent
attemt to clear up some misunderstanding between the speaker
and the listener.
Teaching procedures

a. Stating the topic by wrting it down in white board or in PPT slide
b. Showing the learning goal
2. Whilst-activities (55 minute)
the topic.
with the topic.
66

Summary
In this chapter we have:
• Define the goal of pronunciation teaching in shaping the way of
communication
• Introduced the main features of pronunciation, and distinguished
between phonemes and suprasegmental features
Student’s Practice and Worksheet

1. Listening Activities
The outcome of language teaching is for students to be more able
to understand and use the language outside the classroom. listening
comprehension exercises are designed to sound as realistic as
possible, with the participants talking at a normal speed and using
a natural language. These can play a key role in helping students to
notice the existence of a pronunciation feature.
2. Drilling
One of the main ways in which pronunciation is practiced in the
classroom is through drilling. In its most basic form, drilling
simply involves the teacher saying a word or structure, and getting
the class to repeat it. being able to drill properly is a basic and
fundamental language teaching skill. It aims to help students
achieve better pronunciaton of language items.
3. Reading Activities
When text is read aloud either by the teacher or by the students,
pronunciation work can be integrated. Such text as poems, rhymes,
extracts from plays, song lyric, etc can be used creatively in the
classroom and can offer plenty of scope for pronunciation work.
Reading aloud is a classromm activity which has fallen in and out
of favour with teachers at various times. Spelling can clearly affect
pronunciation performance adversely. But reading aloud offers
opportunities for the study of the links between words in
connected speech; all of these can be highlighted and investigated
further in fun and interesting ways through reading aloud.
67

Student’s Worksheet
Answer these following questions!
1. What is the goal of language/ pronunciation teaching?
2. What is the meaning of intelligibility?
3. How is the condition when the speaker is called intelligible in
the way she/ he speak?
4. Mention the aspect of pronunciation that speaker must know in
order that they can learn and understanding the pronunciation
goal!
5. What are the main feature of pronunciation?
6. What is the meaning of phonemes and give the example of
phonemes!
7. What is the meaning of segment and suprasegmental features?
68

CHAPTER VII
STRATEGIES FOR TEACHING PRONUNCIATION
Introduction
When we are learning new language, we have to concentrate or

focus on how each word is pronounced. We are doing this in order to
understand what we are saying. Appropriate pronunciation of words is the
key to get accurate communication. Though appropriate pronunciation of
new words are challenging for the beginners, there are creative ways to
teach pronunciation that will help students learn and have fun. The ways
that can be developed by teachers and students are preparing
pronunciation, developing strategies for stress and putting sounds into
practice. Those materials will be elaborated in the discussion of detailed
materials.
In this part, some pictures for guiding the students in practicing

their pronunciation are available. Therefore, in the end of the course
students are expected to be able to pronounce English better.
Lesson Plan
Basic Competence:
The students are able to understand the strategies in teaching
pronunciation.
Indicators:
1. The students are able to highlight and apply stress pattern
2. The students are able to highlight stress in spoken language
(bahasa lisan)
3. The students are able to highlight sounds
69

Detailed Materials
Strategies for Teaching Pronunciation
Yates&Beth (2009:76-85) state that every individual has different

thought in picking up on the sounds and patterns of a language. It can be a
challenge for some learners, while some will see this threatening.
Therefore, teaching pronunciation might be for sensitivity, patience and a
sense of humor with the faith that learners’ ability in pronunciation is
improving step by step. It is also essential that teachers provide some ways
to enlarge learners’ awareness of what they need to do and how to do it.
Regarding the statements above, there are some techniques that
base on the ability to listen carefully, that is, techniques that deal with the
auditory, techniques that deal with the visual and kinaesthetic as well. For
example, when the teacher is presenting the stress pattern of a word, if
she/he is just saying the word and asking the learner to repeat it may not
work properly. But when she/he is saying the word and presenting which
syllable is stressed by stretching a rubber as teacher says the stressed
syllable would give the learner with visual information about what it is the
teacher wants the learners to do.
Furthermore, some of the different techniques that teachers may
use and the modes they use as they sequence activities in this way to teach
a particular feature of pronunciation, such as stress patterns in words.
Teachers can use these and other techniques to develop a culture of
attention to pronunciation in the classroom. The table will show the
example of the techniques.
Table 9. Techniques in teaching pronunciation

Area of Technique Mode
development
Listening Learners listen to Auditory
some words. They
might discuss with
the teacher what
stress is and where
it is placed in the
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different words and
then listen to some
more examples.
Awareness Teacher uses Visual
actions to
correspond with
stressed syllables in
words. For
example, stretching
a rubber band, hand
gestures, punches
in the air, stepping
out.
Teacher uses Auditory/Visual
actions with
sound to
correspond with
stressed syllables
in words. For
example,
clapping,
clicking and
tapping.
Teacher marks Visual
stressed syllables
without the written
form. For example,
Cuisenaire rods.
Teacher marks
stressed syllables
in words written on
the board or in
handouts. For
example,
underlining,
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drawing dots
underneath or
above.
Teacher uses non- Auditory
meaningful
vocalisation to
demonstrate stress
pattern. For
example, di da di
Control Learners use Visual/Kinaesthetic
actions to show
stressed syllables as
they say words.
Learners use Auditory/Visual/Kinaesthetic
actions with sound
to show the stressed
syllables as they
say words.
Learners look at Visual
marked stressed
syllables with or
without the written
form as they say
words.
Learners point to Visual/Kinaesthetic
marked stressed
syllables with or
without the written
form as they say
words.
Practice Learners practise Auditory/Visual/Kinaesthetic
using the words in
context. At first,
stressed syllables
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might be marked or
accompanied by
actions (as
described above)
but this marking
might decrease as
the learners
progress.
Extension Learners use the
words in less
structured activities
in which they must
also focus on other
aspects of
language, such as
dialogue or role
play. The teacher
might utilise
various modes to
provide feedback
for the learners if
they have difficulty
with stress patterns
in particular words.
The learners might
also utilise various
modes to reinforce
the stress patterns
for themselves as
they say particular
words.
Highlighting and practicing stress patterns

It is important for learners to know the stress pattern for every new
word. Whenever a learner finds a new word or an unfamiliar word, it
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should be practiced along with its stress pattern, and the learners should do
this orally, NOT by reading silently from the board or a workbook!
.Therefore, teachers need a way of highlighting in which the strong stresses
are, both as they are speaking and teaching spoken language.
Highlighting stress in spoken language
In practicing the spoken language there is a range of ways where
teachers can demonstrate where the strong stresses are. It can be done by
clapping, clicking, stamping or punching the air on the stressed syllables.
Teachers may help learners by hearing and seeing which syllables are
stressed. Then, learners can follow the teachers by clicking, clapping or
stamping as they try a new word or the stress pattern of a word as a cue to
themselves.
Moreover, Cuisenaire rods also can be used to improve learners’
awareness of how stress is used by demonstrating it visually. In teaching
mathematics small rods (or colored paper cut into the shape of rods) in
different colors and sizes often used. While larger rods of one color is used
to symbolize stressed syllables, and shorter ones of another to symbolize
unstressed syllables. The rods is used to supply a visual support of the
stress pattern which helps learners relate the pattern they see with the stress
pattern of a word or phrase. After the teacher has demonstrated this kind of
presentation, learners can have the rods in front of them all the time and
use them to support stress patterns of words, phrases, and even longer
sentences.
If we take for example is the word beautiful. It is symbolized as:
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The phrase good morning is symbolized as:
Highlighting sounds
Hand gestures
Hand gestures are used to strengthen characteristics of certain
sounds. Learners may think that it is useful for analyzing how a sound is
made, or seeing how it may be different from a similar sound in their own
language. Hand gestures can be useful when the learners want to practice
the difference between /I/ and /r/. After they have listened context and in
isolation of the sounds, they might get it helpful to be known that an
essential difference between these two in English is that the tongue locks
back and does not actually touch the roof of the mouth for /r/, but does
touch it for /I/. We can highlight this characteristic of these sounds by
using hand gestures to symbolize the position of the tongue, as they can be
shown in the following pictures.
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It is the same when a learner is getting difficulty distinguishing
between /n/ and /I/. For example, the word night might sound like
light and vice versa. The difference between them can be
highlighted by placing the fingers on the nose for /n/ and taking
them away for /I/, to show that the air goes into the nose for /n/ but
does not for /I/. It can also happen when learners place their
fingers on their nose they should also be able to feel the difference
between the two sounds because there should be some vibration
with /n/ but none with /I/. As it is shown in the picture.
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These kinds of systems of gestures were calculated to reflect in
which a sound is created and how it is created. As we take the
example, for the letter /p/ the thumb and index finger are held
together close to the mouth and as the lips separate to create the
sound, the fingers separate to simulate the air being released. In
contrast, for /f/ the index finger is positioned horizontally just
below the bottom lip.
After the sound is created, the finger places in the same horizontal
position but is moved steadily downwards and forwards to copy
the continuous air flow. Hand gestures can also be used to indicate
the length of a vowel and these can be strengthened by stretching a
rubber band.
Teaching Procedures
each group.
topic,
g. The lecturer gives the students some pictures to make them more
understand about related to the topic.
h. The lecturer gives students some listening exercises.
d. The lecturer gives exercises to the students.
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Summary
There are three points that have been discussed in this chapter. The
first point is about highlighting and applying stress pattern. The second
point is about highlighting stress in spoken language (bahasa lisan). And
the last point is about highlighting sounds. This chapter is meant to
stimulate thought or discussion on personal experiences in the classroom.
The first discussion is about highlighting and applying stress

pattern. In this part, the stress pattern is essential for every new word.
Every time a learner gets a new word or an unfamiliar word, it should be
practiced along with its stress pattern, and the learners should do this
orally, NOT by other ways .Thus, teachers it is necessity to highlight
where the strong stresses are, both as they are speaking and teaching
spoken language.
The second discussion is about highlighting stress in spoken

language (bahasa lisan). There is a variety of ways in which teachers can
demonstrate where the strong stresses are in spoken activity. Teachers can
clap, click, stamp or punch the air on the stressed syllables. Teachers can
help learners by listening and seeing which syllables are stressed. Then,
learners can follow the teachers by clicking, clapping or stamping as they
try a new word or the stress pattern of a word as a cue to themselves.
Moreover, Cuisenaire rods also can be used to improve learners’ awareness
of how stress is used by demonstrating it visually.
The last point is about highlighting sounds. In this section hand

gestures are used to reinforce characteristics of certain sounds. This way
may be useful for analyzing how a sound is created, or seeing how it may
be different from a similar sound in L1 (learners’ language). Hand gestures
can be used to symbolize the position of the tongue.
Students’ worksheet
1. Listen to the following words from your teacher and repeat them.
vest navel west wood
vine drive once wagon
vivid several worry narrow
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verb arrive few were
vote carve twelve twine
2. Listen to your teacher. You will hear the sentences below, but only one
word will be spoken. Circle the word which you hear.
a. My friends had a lot of wines/vines in their basement.
b. His poetry is becoming worse/verse.
c. Her story was disturbed by a wail/veil.
d. A wiper/viper was used in the experiment.
e. The cows were mooing/moving in the pasture.
f. The teacher used the wiser/visor of the two students.
PAIRED DISTINCTION
DIRECTIONS
Work with a partner. First, repeat the words below. Your partner will write
down the word which sounds different. Then, your partner will read his/her
words. Write down the word which sounds different.
1. vest west vest __________________
2. few view view __________________
3. groove grew groove __________________
4. viper viper wiper __________________
5. wail veil wail __________________
6. west rest rest __________________
7. Rhine Rhine wine __________________
8. vine fine vine __________________
9. won fun fun __________________
10.best vest vest __________________
79

CHAPTER VIII
STRATEGIES FOR STRESS
Introduction
The topic of this chapter will talk about strategies for stress. Word
and sentence stress is one of the pronunciation problems should be tackled
roughly. It implies that the most important thing to teach is stress, and
indeed the key to teaching both prosody and phonemes is helping learners
understand stress.
Understanding of stress is fundamental to both segmental and
prosodic aspects of pronunciation. We have also seen that for speakers
from many language backgrounds it is difficult to produce English stress –
because they cannot hear and conceptualise it appropriately.
In this section, we go into a little more detail on the practicalities of
teaching stress.These points will be suitable either for beginners or for
learners whose overall knowledge of English is more advanced, but whose
pronunciation still remains very weak.
Before the learning process begins, lecturer shows slides then
asks the students according to their knowledge about verb phrase. After the
students give response, the lecturer explains it. In this process, the lecturer
and the students need media such as laptop, LCD to support their activity.
Lesson plan
Basic Competence
understanding the stategics for stress
Indicator
1. students are be able to explain word and sentence stress

2. students are be able to explain the rule of stress
3. students are be able to explain the level of stress ( explain and apply
the rule of stress in short phrase and connected speech)
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Detailed Material
In the communicative approach, the order in which pronunciation

needs are addressed is based on the needs of the people who will be
listening to the learners (ie. Ordinary native speakers of English), and the
curriculum involves helping learners acquire the concepts most relevant to
making themselves understood in English. In other words, the ‘curriculum’
for pronunciation is based on the relative importance of different aspects of
pronunciation in terms of how they affect listener comprehension.
Much psycholinguistic research shows that English listeners
respond to stress patterns much more than to individual vowels and
consonants. If the stress pattern of a phrase is correct the phrase can be
comprehended in context even though some other aspects are incorrect.
However, even if the consonant pronunciation is perfect, the overall
meaning of the message will be missed if the stress pattern and vowel
characteristics are not given correctly. Since our goal is to help students to
acquire functional oral communication, we start with aspects of
pronunciation that most affect listener comprehension. Once they can
manage functional oral communication, they can certainly go on to
improve the details of their pronunciation. If we start with the details, they
may never achieve functional oral communication.
Teaching stress
Understanding of stress is fundamental to both segmental and
prosodic aspects of pronunciation. We have also seen that for speakers
from many language backgrounds it is difficult to produce English stress –
because they cannot hear and conceptualise it appropriately.
In this section, we go into a little more detail on the practicalities of
teaching stress.These points will be suitable either for beginners or for
learners whose overall knowledge of English is more advanced, but whose
pronunciation still remains very weak.
It is necessary to teach both word stress and sentence stress, but
there are no hard and fast rules as to which comes first. Depending on the
needs of learners, you may have to work on either or both.
As for when to teach stress, it is likely that most learners will need
some work on it, so it is worth starting with stress for all learners. Those
who have an aptitude for it, or whose native language uses stress in a way
81

similar to English, will move through the sessions quite quickly. Others
may need more intensive work. As a rule of thumb, if you have a learner
whose English you find generally difficult to understand, even if you can’t
diagnose precisely the errors they are making, it is likely they will benefit
from general work on stress.
Teaching word stress

- Start with two syllable words, and try to choose words with simple
phonemes that are not likely to distract learners’ attention or undermine
their confidence.
- Ask learners to identify the stressed syllable from your
pronunciation of the word. Make sure they are not using higher level
knowledge based on the spelling of the word. If you think this is
happening, as it may with learners who have had previous book-learning
of English, try using some nonsense words.
- Write the words on the board, and ask learners to copy them into
their books. Then say the word several times and ask them to underline
the stressed syllable.
- Underline the stressed syllable on the board and check their
answers.
- Discuss any errors, then ask the learners, all together then one at a
time, to repeat the words back to you. In judging their production, focus
on stress pattern rather than phonemes, but do correct any glaring
phoneme errors.
- Comment throughout on the fact that one of the syllables of each
word is louder than the other. It is true that stressed syllables are also
usually longer and at higher pitch than other syllables, but getting into
that can confuse learners, because we also talk about length in relation to
vowel length, and about pitch in relation to intonation. So use these
concepts with caution.
- When you find they are doing well, try giving some more tricky
exercises, such as saying some words with stress on the wrong syllable
and asking them to judge if you have said them correctly or incorrectly. If
you feel they are up to it, try getting them to say the stress on the wrong
syllable.
- When all this is mastered well, move on to words of three syllable
and more. When learners are performing well with these, give more
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complex exercises such as asking them to group words into stress pattern
families.
- In general, you shouldn’t worry too much about the unstressed
vowel schwa at this stage, though you may want to point it out if it comes
up and you feel they can understand the idea. Schwa is by nature an
unstressed sound. Be wary though in case it confuses or distracts learners.
The most important thing at this stage is that they understand and use
stress. Lack of stress, which needs to be understood for schwa, is by
definition a later concept that requires understanding of stress.
- Schwa is not unique to the English language, but its most frequent
sound. For example : /ə/ is the most commonly occuring vowel sound in
English. It never appears within a stressed syllable. If we try to stress any
syllable which naturally contain /ə/, you change its properties, and another
phoneme is produced.
a. Levels of Stress
Different commentators have outlined up to five different levels of
stress in a single word : Daniel Jones, in An Outline of English Phonetics
cites the word opportunity, which has five levels of stress as seen below.
‘1’ indicates the greatest level of stress, and ‘5’ the least.
2 4 1 53
/pə’tju:nIti:/
Jones qualified this , however, by saying that he thought that this
viewpoint needed ‘modification’ , and that here stress was affected by’
subtle degrees of vowel and consonant length, and by intonation’
(1960:247). However, the existence of different levels of stress is well
documented and evidenced.
Many commentators settle on a three level distinction between
primary stress, secondary stress and unstress, as seen in the following
examples.
o . O .. O. o O . o
Opportunity telephone substitute
In practical terms, a two level division (stressed or unstressed) is
usually adequate for teaching purposes. Many people (including many
teachers) will have difficulty in perceiving more than two levels of stress
with any confidence. Two levels of stress are enough to attune learners’
ears and attention to how stress acts within words and utterances.
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Sentence stress and word stress are closely linked, in the sense that
they are both about one syllable being louder than others, and they both
depend on learners being able to hear and conceptualize that relative
loudness before they can use it appropriately.
Sentence stress is quite different, though, in the role it plays in
language: word stress is fixed, as an essential part of the word it attaches to
sentence stress is variable, and controlled by the speaker as part of the
meaning of the sentence. There are no hard and fast rules about sentence
stress to match rules like ‘The word monster is stressed on the first
syllable’.
Therefore it is useful to teach sentence stress in terms of the
important word(s) in a sentence receiving the stress, rather than in terms
of words in particular grammatical categories (content words, for example)
receiving the stress. It is true that the word ‘important’ is subjective, but
stress is subjective – you stress the words you want your listener, on that
occasion, to think are important in your message. For example, it is quite
possible to stress a function word like ‘to’ if it is important on that
occasion (eg. ‘I’m going to the shops’).
Also the concept of ‘importance’ is easy for learners to
understand: they don’t have to think, ‘Is this word a content word or a
function word?’; they just have to think, ‘Is this word important to my
message?’.
The use of stress in speech help us both deliver and understand
maning in longer utterances and it is closely linked with intonation.
Consider the following sentence:
He LIVES in the HOUSE on the CORner
The above example sentence conveys there different ideas : he

resides in a particular dwelling; that dwelling is what the people involved
in the conversation would consider to be a house, as opposed to a flat or a
bungalow; the precise location of the house is at the junction of two or
more streets, this junction being either familiar or obvious to the hearer.
This gives us three content words (lives, house, and corner) which convey
the most important ideas in the sentence. the rest of the utterance consists
of function words, which we need in order to make our language hold
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together. The word ‘corner’ has two syllables, the first one being stressed,
and the second one unstressed, as follows : CORner.
Regarding on sentence stress, we can outline a three-stage process
which enables us to say the same thing in different ways :
1. When we say words more than one syllable in isolation wewill
stress one of the syllables.
2. When words are arranged together in a sentence or utterance,
certain syllables will be stressed in order to convet the most
important new information.
3. Intonation is used to give further subtleties of meaning to the
syllables we have choosen to stress.
Teaching procedures

a. stating the topic in a white board or PPT slide
b. delivering the goal of learning
2. Whilst-activities (55 minute)

the topic.
with the topic.

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Summary
In this chapter we have:

• Considered the different level of stress
• Considered both word stress and sentence stress
• Considered the role that stress plays in highlighting significant
information within sentences and utterances
• Thought how to integrate stress into teaching, and how to raise
students’ awareness of the role it plays
Students’ Practice And Worksheet
In this section are some classroom activities which will help to focus
atention on word and sentence stress.
Lesson 1: Find a partner: Stress patterns (All Level)
Material: sentence and word cards
The teacher gives half of the students a card each with a word on, and the
other half a card with a sentence on. Each word card has a sentence card
match, the word and sentence both having the same stress pattern. Students
mingle, saying their words or sentences out loud., and, through listening,
trying to find their partner. When they think they have found a partner,
they check with the teacher, and if they are indeed a pair, they can sit
down. Once all of the students are paired up the pairs read out their word
and sentence to the other students, who write down the stress pattern, using
a small circle to represent unstressed syllables, and a large one to represent
a stressed syllable, as in the following example:
Politician oo0o
It’s important oo0o
No meaning relationship is implied through the pairs having the same

pattern; it is simply an exercise to help students to notice the difference
between stressed and unstressed syllables. Sample cards ( using some ob-
related words) might be as follows:
86

Politician / it’s important
Policeman/ He’s English
Electrician / Can I help you?
Photographer / You idiot !
Interior designer / I want to go to London
Lesson 2: Listening and transcribing: Stress placement in a short

monologue (All Level)
Materials : A tape recorded monologue ( the recording is optional)
Transcript of the monologue
Listening exercise provide a useful opportunity for sentence stress

recognition practice. The teacher plays or reads the monologue. It is
important for student to hear the whole pasage first, to get a feel from the
content. The students are then given a transcript , and mark the stresses on
their transcript when it is played or read again.
Lesson 3: Reading Aloud
It can be used to deal with pronunciation alongside the study of particular

lexis and areas of grammar. Whatever is being read out, students should be
encouraged to pay attention to the ways in which stress (and intonation)
affect the message overall, and how variations in stress can change, or
indeed confuse, the meaning of utterances.
Examples of the types of the text which might be used include :
• Short biographies of welll-known people

• Text about students’ own countries or home towns
• Accounts of places that students have visited
• Short dramaticc piees
• Poetry
Lesson 4 : Drama, and acting out rehearsed scenes
Drama provides a perfect opportunity for working on language generally,

and pronunciation in particular. Careful study of the script is necessary
87

before performance of it, and in particular, the ways in which stress
placement contributes to the meaning of the lines.
Worksheet
Exercise 1. Answer these questions below
1. Wha is the meaning of teaching stress?
2. There are some stages to teach word stress. mention it!
3. There are three-stage process which enables us to say the same
thing in different ways, mention and explain it!
4. To understanding the strategic of mastering stress, we have to
know the rule of stress. tell us about the rules of stress!
Exercise 2. Listen to the teacher say each word and then underline
1. Mother 6. Machine 11. afraid
2. America 7. Answer 12. another
3. Computer 8. Introduce 13. telephone
4. Guarantee 9. Visitor 14. between
5. Paper 10. About 15. hairdresser
88

CHAPTER IX
SOUNDS AND PRACTICE

Introduction
In this chapter, some activities are targeted to deal with consonants

and vowels that are usually becoming issues for learners. Some
suggestions for how the activities could be integrated into work on other
skills and themes so that they become a way of practicing and revising
other aspects of language are also available in this discussion. This is
necessary so that learners understand that pronunciation is not some kind
of extra add-on to language, but is the way to get authentic communication
outside the classroom.
Lesson Plan
Basic Competence
The students are able to understand sounds in practice.
Indicators:
1. The students are able to dishtinguish sounds.
2. The students are able to demonstrate sounds.
3. The students are able to make sounds.
4. The students are able to focus sounds in the end of the word.
Detailed Materials
Yates, L & Beth, Z (2009: 101-114) suggest some activities are

used to introduce and practice some sounds or sound combinations that
learners think difficult. The activities are adapted for a range of learners
for both individual and whole class practice. A range of techniques such
auditory, visual and kinesthetic can be applied when representing the way
a sound is pronounced, or when providing feedback to learners on how
they might need to change their pronunciation of a sound in some way.
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Here are some activities that can be applied.
Table 10: Activities in learning pronunciation
Focus Activities
1. Introducing challenging sounds Sounds of the week

Distinguishing sounds
Demonstrating sounds
2. Practising sounds Pronunciation bingo

What’s for dinner?
When is your birthday?
3. Focusing on sounds at the ends Rhyming pairs

of words The dream
4. Practising consonant clusters Rhyming pairs

Who owns what?
What can I see?
Past tense game
5. Linking sounds in connected Shock dictations

speech
6. Individualising sound practice Response triggers

Pronunciation homework
1. Introducing challenging sounds

Sound of the week
Teachers can start with sounds that are not too problematic for most
learners, and work on the way towards sounds that are more challenging as
90

the course progresses. Teachers can get learners to focus on the ‘sound of
the week’ in a variety of ways. For example, teachers can:
1. Make the learners aware of the sound by saying a group of words with
one sound in common and ask the class to work out what it is. Learners
can then think of their own words containing this sound. Remember that
they will need plenty of opportunity to listen to the sound being said
before you can expect them to say it accurately either on its own or in a
word. However, if other class members cannot work out the words a
learner is trying to say, it certainly raises that learner’s awareness of the
importance of working on their pronunciation.
2. Put learners into groups and ask them to brainstorm as many words as
they can in two minutes with the sound(s) of the week (for example, /æ/
and /eI/). Groups get one point for each word and bonus points for
words containing both sounds. Learners can then write them up on the
whiteboard, and the class can go through to check they know the
meanings of the words and how to say them. As learners tackle each
sound, they can colour it in on their chart.
3. To reinforce sounds you have already covered, have the learners
compare this week’s sound(s) of the week with previous sounds
covered.
4. Put learners into groups and give each group a set of written words that
have similar spellings but where there are differences in the ways they
are pronounced. Learners have to choose the odd word out and explain
why. For example, the words Sunday, son, and sugar all start with the
letter ‘s’, but one has a different sound. Another example using vowels
could involve the words bread, beat, and sea. They all contain the letter
combination ‘ea’ but these do not represent the same vowel sound.
Distinguishing sounds
Although distinguishing sounds can be difficult, there is no reason

for it to be a trial. There are many activities that can make this more like
play than work. Some of these involve the preparation of cards with
different target sounds or words containing those sounds on them. Here are
some examples:
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1. To provide focused listening at the individual word level, learners
should listen to pairs of words that focus on particular sound contrasts.
Ask them to make two cards, one for each of the two sounds that are
the focus of the activity. For example, for the contrast between /l/ and
/r/, they should put /l/ on one and /r/ on the other. Then say a number
of words where the only difference is /l/ or /r/ at the beginning of the
word. They have to hold up the /l/ card if that is the sound they hear
and /r/ if that is the sound they hear. The class can compare the cards
they are holding up, and then a learner can take over the role of the
teacher in calling out words. It is quite helpful if you can have some
lists of relevant words at the right level handy.
2. To provide focused listening for words in short sentences, have the
learners answer ‘questions’ where they have to hear the contrast
between particular sounds to answer the question correctly.
For example, for the contrast between /ʃ/ and /ʧ/ the ‘questions’ might
be as follows:
a. Why do mothers need to watch (or wash) children?
b. Where is your chin (or shin)?
c. How does your teacher spell cheap (or sheep)?
For the contrast between /ӕ/ and /e/ the questions might be:
d. What is a paddle (or pedal)?
e. How do you spell man (or men)?
f. How would you use a pan (or pen)?
3. Both of the above activities can also be used to get learners to practice
pronouncing the contrasts clearly. Instead of listening to the teacher,
they can take over the role of reading out the words and asking the
questions for the class to respond to.
4. The teacher can tell a story in which there are words containing one or
other of the two target sounds. The words can be written on separate
cards and as the learners listen to the story, they sort them into two
piles, one for each sound. They will need to listen several times. This
92

can be done in pairs or groups to stimulate discussion and the trying
out of the sounds.
5. The learners who are most confident with the target sounds can then
make up and perform their own stories for the rest of the class to use as
practice. This can be a good way to involve learners for whom the
distinction you are focusing on does not really cause any problem.
6. Another variation of this activity if you do not have the words on
cards, is to ask learners to come up and write them on the board in one
or other of two lists. They should say them as they write them up, of
course!
Demonstrating sounds
If learners are finding a sound or the distinction between sounds
difficult, it can be very useful to use your hands to demonstrate how a
sound is made in the mouth. Here is a tip to make hand signals a little more
impressive!
a. When you are using your hands and fingers to demonstrate how
sounds are made, wear a red rubber glove on the hand you are using to
show the mouth. Cut the tips of the fingers off, and wear it on the hand
you use to make your the shape of the roof of the mouth rather like the
way we do if we are making a shadow puppet of a swan. The gloved
part of your hand now shows the mouth and gums, while the exposed
tips of your fingers are your teeth. You can now use your other hand to
demonstrate where your tongue is.
This activity can be very useful in helping adults to visualize what
should be happening to their tongue when they make sounds that are
very close and often confused, for example:
/l/ tip on the teeth ridge and flattened at the sides
/r/ tip curled back and not touching the roof of the mouth, sides raised
/s/ tip on teeth ridge
/ʃ/ tongue slightly pulled back and higher in the mouth
b. Sometimes learners find it difficult to coordinate the use of a newly-

learned sound at the precise moment they need to. For example, if they
have learned that they need to put their top teeth on their bottom lip to
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pronounce /v/, they might leave their mouth in this position for the
entire word when /v/ only occurs at the beginning, or they might ‘get
ready’ too early to pronounce /v/ at the end of the words. Hand
gestures can be very useful to demonstrate where movements need to
occur in a word, as the gesture can be made at the moment the sound
needs to be pronounced.
2. Practising sounds
Pronunciation bingo
There is a whole variety of bingo-type games that can be played to
help learners attend to sounds and sound differences. Bingo cards that
include aspects of pronunciation that require practice – for example,
numbers 18/80 or words with pairs of sounds that learners find difficult
(pin/pen etc.) and so on. While in the first game the teacher can call the
bingo items, in subsequent games, a learner can be the caller (but check the
accuracy of both the caller and the winner). This can be a useful way to
make use of members of a multilingual class who have less difficulty in
pronouncing or distinguishing the target sounds than others.
What’s for dinner?

This activity is adapted from one in Hancock (1995). It offers learners
practice in thinking through what sounds there are in a single word and
making a distinction between the way it is said and the way it is written.
The version described below has been developed around the theme of
food, but you could make up your own activity on almost any theme,
which makes this a good activity for revision!
Learners have to work out what’s for dinner by solving all the clues.
The clues are groups of foods which have one sound in common, as in the
example below:
1 2 3 4
Biscuit Oran Kiwi Salmon

ge fruit
Cake Rice Chee Milk
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se
Bakery Curr Pizza Cucumb

y er
Cabba Carro Meat Ham

ge t
Write the sound that is common to each group of foods beside the right
number.
For dinner we are going to have
1.__________2. ___________3. ___________ 4. ___________
Now write down this word in normal spelling:
___________________________
In groups/pairs, learners have to work out which sound is common to
all the words in the first group. This then gives them the first sound in
the word they are trying to find – what’s on the menu for dinner. They
then have to work out which sound is found in all the words in the
second group. When they have worked this out, then they have the
second sound in the word they are trying to find out and so on. Once
they have found the sound common to all the words in each group,
they have all the sounds in the word.
When is your birthday?
This activity can be used to practise /θ/ in a controlled way in
structured connected speech where the learners know the words they
are going to say. It also gives useful practice in giving (and receiving)
personal information. It can be done as a kind of drill across the class
and then lead onto some sort of extended practice or form-filling
activity.
Learner A asks Learner B the question, ‘When is your birthday?’. B
must answer saying only the date, not the month. Learner A then
prompts, ‘What month?’ as in the dialogue below:
A: When is your birthday?
B: The 31th
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A: What month?
B: October
If Learner A says a date which does not end in the sound /θ/ (for
example, 21st June), then they have to take over as questioner. They
must then choose someone in the class to ask about their birthday, and
so on. A variation on this would be if A asks B for their date of birth
rather than their birthday etc. Other sounds can be used as a focus for
the questions. For example, the question, ‘What is your favourite...’
will practise /v/ in the middle of the word favourite; or ‘What do you
usually do on ……..?’ to practise /ʒ/ in the middle of the word usually
‘Do you like…? Why? Why not?’ to practise the diphthong /aI/.
3. Focusing on sounds at the ends of words

Rhyming games
One way to get learners to focus on the sounds at the ends of words is
to get them to listen for rhymes. Simple rhymes can help, but you can
also practise rhyming with everyday language by making rhyme cards
that you make yourself or you can search on the internet. Rhyme cards
can be used for a variety of matching games and activities:
1. Learners can play ‘Snap’, either as a class or in groups. Make sure
that learners say aloud any pairs of words that they match during
these games, and that they only win the card if they say them
appropriately and intelligibly.
2. Learners can play ‘Concentration’ in small groups. Each learner
gets to turn over two cards. If the cards match (according to the
consonant pronounced at the end of the word) they keep the pair. If
they don’t, they turn the cards back over and the next person has
their turn. Again, make sure they say the words out loud and only
keep a matching pair if they say the ends of the words correctly.
3. Learners play ‘Fish’ in pairs. Each learner has five cards in their
hand and there is a pile of spare cards on the table. The object is to
have no cards left in their hand and players get rid of cards by
finding rhyming pairs for each one. One learner asks the other,
‘Have you got ... ?’ If the other has the card, they must give a fixed
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response which includes the target word, such as, ‘Yes, I have got
... ‘ and gives it to the learner who asked for it. The pair of cards
can then be put on the table in front of them. If they don’t have it,
they say, ‘No, I haven’t got ... ‘ and the other learner takes a card
from the pile on the table. The game is over when one of the
learners has no cards left in their hand. This activity can be used to
practise the social language of asking for repetition by changing
the response to ‘……….., did you say? Yes, I have.’ or
‘………did you say? No, I haven’t.’ Note the consonant cluster
practice if they haven’t got the right card!
The dream
This is a version of ‘The house that Jack built’. One person thinks
of something they dreamed about and starts, ‘Last night I dreamed I saw a
hat’. The next person has to add to the list an item that starts with the final
sound from the previous item, in this case /t/. They would therefore say
something like ‘Last night I dreamed I saw a hat and a tiger’. The third
person would then add an item starting with schwa, and say, ‘Last night I
dreamed I saw a hat, a tiger and an echidna’, and so on. Each person must
say all of the items correctly, and if you would like to turn this into a
competition, teams can be organised and points awarded.
This activity is also useful for practising how we run sounds
together in speech (see the section on linking below). Notice how we run
together the /d/ (or /n/ in fast colloquial speech) at the end of ‘and’ the
following word ‘a’. Note also, that this is good practice of the unstressed
vowel in both words.
4. Practising Consonant clusters

Because many learners deal with the difficulty they have with
clusters by adding an extra syllable, a good way to work on clusters is to
work on stress in words and connected speech. Ideas for pronunciation
work on stress were given in the previous chapter. In this chapter we
suggest some other activities for practising clusters.
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Rhyming pairs
The rhyming games suggested above can also be used to contrast
different consonant clusters. For example, if you want to work with
learners who reduce consonant clusters at the ends of words, you can
design cards with pairs of words or phrases that are differentiated from
each other only by the final consonant or cluster, such as: fine/find,
line/lines, lamb/lamp, ball/bald, worse/worst, when/went etc.
Who owns what?
This activity focuses on developing awareness and control of the
pronunciation of the ‘grammatical’ consonant clusters that are formed
when we mark plurals and possessives. It can be introduced as a listening
activity to make sure the learners can hear the markers, and also practise
saying the clusters. This can be done on the board with the whole class, or
in groups where the learners take turns to say the different phrases.
You need a list of names with possessive markers on one side and
a list of objects (singular and plural) on the other. These could be the
names of some of the class members and teachers whom they know:
Beth’s coat
Beth’s coats
Ahmed’s leg
Ahmed’s legs
John’s dog
John’s dogs
Wan’s cake
Wan’s cakes
Huang’s lip
Huang’s lips
The teacher makes a phrase by choosing a word from each side,

such as ‘Beth’s cakes’. The learners must listen and draw a line connecting
the two on the board. As a practice activity, the learners might take turns to
make a phrase and the rest of the class listens and then draws the line to
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connect the right word from each side of the board. The learner has to pay
special attention to make sure that everyone can hear the grammatical
cluster at the end of each word – and they get immediate feedback!
What can I see
In this activity, learners can work in pairs or groups. One is
designated the ‘instructor’ and can see a diagram that the others cannot.
The ‘instructor’ gives instructions to the other learners in the group on how
to draw the diagram. They therefore have to draw it by listening to
instructions. The diagram can be designed so that the learner gets practice
pronouncing consonant clusters. For example, it could include things like a
square, straight lines, curved lines, small dots, and these might be next to
or under a number of different shapes. The learner will need to say things
like, ‘First you need to draw a ... ‘, ‘Next, you need to draw a ... ‘. When
all of the instructions have been given, the drawers can show what they
have drawn and maybe talk about where they went wrong. To do this they
will have to say some of the words that the instructor used.
Past tense game
This is a combined pronunciation and grammar practice activity
that helps learners understand how past tense is marked in speech and
gives them practice in hearing and making the consonant clusters that often
result. Because they have often not been explicitly taught the pronunciation
of the past tense endings or how they differ, you may need to introduce
these differences through a sequence of listening and awareness-raising
activities before you organize any controlled or extended practice.
The rule in English is that when ‘ed’ is added to verbs ending in an
unvoiced consonant it is pronounced /t/ and when it is added to a voiced
sound (vowel or consonant) it is pronounced /d/. When it is added to a
consonant made in the same place (that is /t/ or /d/), this results in an extra
syllable, which is pronounced as /Id/ or /əd/, depending on the variety of
English spoken.
One way of introducing this is to say aloud a number of different
past tense forms and get the learners to sort them into three categories
according to whether they end in an unvoiced consonant or a voiced
consonant. This can be used as a revision of irregular verbs, or verbs on a
particular topic to fit in with what the class is doing at the time. Once they
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have sorted them into these two groups, then they can try to work out the
rule. If this is likely to be too challenging, you can first work on helping
them to recognise which consonants are voiced and which are not.
An alternative is to give them the rule first, and then get them to
listen to the past tense forms to put them in the ‘right’ list, that is, under the
heading /t/ or /d/ or /Id/ depending on the final sound or syllable. Some
examples are provided below.
/t/ /d/ /Id/ (/əd/)
Pushed Rubbed Faded
Kissed Tried Skated
To practice applying this rule themselves, you can organize a drill

based on the phrase ‘Yesterday/On the weekend …’ Learners sit in a
circle if possible. The teacher hands out picture/word cards containing a
verb (in the form to + stem) and an illustration of activity. Learners then
say a sentence starting, ‘Yesterday/On the weekend …’ and finish using
the verb illustrated on the card, taking care to make the ending voiced,
voiceless or with an extra syllable as required. The group listens
carefully and then decides which cards go in each list and then Blu Tack
them onto the board.
5. Practising linking sounds

Shock dictations
Short shock dictations of phrases such as ‘good on you’, ‘be a sport’,
‘go on’, ‘slow and steady’ can be a useful way of raising awareness of
how we link words in everyday speech. Getting learners to count
syllables, mark stress and pick out the way words link together in
utterances as they would be said in natural connected speech. For
example, ‘Did you enjoy it?’ might sound like ‘gin joy it’ in natural
connected speech. Common phrases such as, ‘I couldn’t have’, ‘Why
did you do that?’ and ‘What did you do that for?’ might be quite useful.
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Getting learners to listen to and then practise the natural pronunciation
of questions such as, ‘Won’t you have to ... ?’, ‘Would you like to ... ’,
or ‘Did you have a good weekend?’ can also be fun.
6. Individualizing pronunciation
Response triggers
One way of keeping tabs on an individual’s needs and progress in
pronunciation is to assign practice utterances to individual students and
keep a running record of what you have assigned to whom. For
example, perhaps a student, ‘Minh’, in your class has a particular
difficulty with word-final consonants and linking. One day, you notice
in class that she has problems with the phrase ‘Can I pick it up?’, and so
you assign this utterance to her for extra practice, and then ask her to
say it to you later in the week.
Trigger-questions or statements that lead on to the target utterance are
useful devices to monitor progress in a light-hearted way. For example,
you could say to Minh, ‘Oh, I dropped it!’, and this would be her cue to
say her practice utterance. By keeping a record of the triggers and
practice utterances for each member of the class, you can target
particular issues with individuals in a way that sounds like natural
speech.
Pronunciation homework
You can have your learners practise their utterances for homework, and
use your trigger questions to check up on whether they have made
progress. Far from feeling hounded, most learners really appreciate this
personal attention from the teacher.
We hope that you will be able to adapt these activities in ways that will
fit into your favourite lesson plans and meet the specific needs of your
learners. Most of all, we hope that both you and your learners have a lot
of fun trying them out!
Teaching Procedures
Brainstorming: before the lesson starts, the lecturer gives an
explanation that the students are going to have game activities.
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each group.
c. The lecturer gives students some games.
d. The students follow the lecturer’s instruction and the games’ rules.

a. The lecturer gives the conclusion from the games.
Summary
In introducing and practicing some sounds or sound combinations
that learners find hard, there are some activities that were adapted from
Yates, L & Beth ,Z (2009: 101-114). The activities can be used for
individual activity or group activities. The lecturer can use or choose any
techniques that she/he thinks it will be applicable in the class. The
techniques might be auditory, visual and kinesthetic.
Here there are fifteen activities which focus on six parts. The first
part focuses on introducing challenging sounds. This part takes sound
Sounds of the week, distinguishing sounds, and demonstrating sounds as
the activities. The second part is about practicing sounds. Applying
activities are pronunciation bingo, what’s for dinner?, and when is your
birthday?. The third part takes focusing on sounds at the ends of words.
The activities suggested are rhyming pairs and the dream. The next focus is
practicing consonant clusters. The activities can be rhyming pairs, who
owns what?, what can I see?, and past tense game. The fifth focus takes
linking sounds in connected speech. It can be with shock dictations as the
activity. The last part is individualizing sound practice. The activities are
Response triggers and pronunciation homework. Among those activities,
the lecturer can apply any activity that is needed or suitable for the class.
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CHAPTER X
CONNECTED SPEECH
Introduction
In the previous chapter, we have aleady learnt on the individual

sounds or phonemes which we use when speaking. Now, this chapter is
going to help students understand and produce not just individual sounds,
but the strings of phonemes which make up utterances.
If the studying of sentence stress and intonation can help students

to have better understanding in spoken english, so the aspects of connected
speech not only will complete all the knowledge for being able speaking in
a better english, but also in many cases, the awareness of those can enable
students to have better understanding of the language they hear. These
features of connected speech should be taught to students in a productive
capacity, since not to do so will leave students sounding overly formal.
The roles of the teacher are to guide, monitor, support, and

encourage learners to set and reach high standards. Thus, to create
enjoyable and conducive situation in the class, the lecturer has to prepare
all media, such as LCD, power point slides, papers, board makers, and
others. The lecturer explains the topic and gives more examples about
approach to pronunciation teaching and also conducts strategies and tricks
which are effective for students to learn. By the end of this chapter, there
are summary and practices for the students to enhance their pronunciation
learning.
Lesson Plan
Basic Competence
The students are able to understand the aspects of connected speech.
Indicators:
1. The students are able to understand assimilation
2. The students are able to understand elision
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3. The students are able to understand linking
Detailed Materials
Aspects of Connected Speech
Connected speech /kə’nektɪd ‘spi:ʧ/, also commonly referred to as

reduced speech or sandhi-variation, involves the contracted forms,
elisions, assimilation, linking and intrusion used y native speakers in
their oral speech. Some researchers clasify connected speech as
something that occurs in ‘fast’ ‘informal’ ‘relaxed’ or casual speech
(Henrichsen,1984; Hill & Beebe, 1980; Norris, 1995;Rogerseon, 2006;
Weinstein;2001) others characterize connected speech as’naturally
occuring talk’ or ‘real’ spoken English.
In the english written, there are many words which are combined
by two or three consonants.. E.g : ‘most people’. Its difficumlt to
pronounce three consonants together, moreover two of them are plosives.
English speakers have a solution for this kind of pronunciation problem.
They simply omit the difficult consonant, and say ‘mospeople’.
So, in this case we are going to look at the types of PROBLEMS
we find when we pronounce English words and syllables together, and
what solution we have in each case. The problems are difficult sequence
of sounds, and the corresponding solution tend to be simplifications. As
we have just seen that the sequence of three consonants in ‘most people’
which is difficult to pronounce is simplified by omitting the consonant in
the middle /t/.
In English, as in all languages, sounds are influenced by other
sounds in their environment. There are two main reasons for most of the
adjustments, they are: 1) to facilitate the transition between sounds when
people pronounce English. 2) English has particular rhythm, syllables are
squeezed between stressed elements so that regular timing can be
maintained. The things that happen in connected speech also facilitate the
natural English rhythm
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1. Assimilation
The term assimilation describes how sounds modify each other
when they meet. If we consider the words that and book, and look at
the phonemes involved, we get /δæt/ and /bʊk/. If then place the words
into a sentence (for example, can you see that boy over there? We
notice that the /t/ phoneme at the end of that question become absorbed
to the word ‘boy’. The phoneme /t/ is an alveolar and the phoneme of
/b/ is billabial. if we try saying the sentence, we will notice that the
phoneme /t/ will be lost and replaced by the word /b/.
Types of Assimilation
In assimilation, a sound (the assimilated sound,or AS) takes on
characteristics of another sound (the conditioning sond or CS). There
are two types of assimilation:
a. progressive assimilation (CS AS)

It occurs in plural and past tense endings, since the voiced or
voiceless quality of the verb stem ‘conditions’ the morphological
ending :
Eg: bite + -s = - /bayts/ = voiceless /t/ vl. ending /s/
b. Regressive assimilation (AS CS)

It occus when the following consonant influences thr preceding
one, for example the word ‘is’ is pronounced /ɪz/ and the word she is
pronunced m.
Regressive assimilation helps explain the form of the negative
prefix : in (–im, -ir, - il)
e.g : insignificant; indecent, invalid
impossible, irreplaceable, illogical.
Final nasal consonants are often conditioned by the following
consonant :
In pain (m) ; in Canada; on guard
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Some Rules for Assimilation
Assimilation of Place
The most common form involves the movement of place of
articulation of the alveolar stops /t/,/d/ and /n/ to a position closer to the
following sound.
For instance, in the phrases fun kiss, the /n/ will usually be
articulated in a alveolar position, /fɅƞ kɪz/ so that the tongue will be ready
to produce the following velar sound /k/. Similarly, in fun boys, the /n/ will
be produced in a bilabial position, /fum bɔɪz/ to prepare for the articulation
of the bilabial /b/.
1. Before a Velar (/k/, /g/) = /n/ → /ƞ/ eg : bank /bæƞk/
/d/ → / g/ eg : good girl /gʊg ‘gз:l/
/t/ → /k/ eg: that kid /δæk kɪd/
2. The phonemes /t/, /d/, and /n/ often become bilabial before bilabial
consonants /p/, /b/ and /m/ :
She looks the cat burned (/t/ assimilates to /b/)
My brother is a good boy ( /d/ assimilates to /b/)
It’s a fun mistake in the class (/n/ assimilates to /m/)
3. /t/ assimilates to /k/ or /g/. /d/ assimilates to /g/ before /k/ or /g/
My brother’s daughter is a fat girl? (/t/ assimilates to /k/)
Don’t be a bad guy! (/d/ assimilates to /g/)
4. /n/ can assimilate to /ƞ/ before /g/ or /k/:
The sun goes down
That man cried out
5. /s/ can assimilate to /ʃ/ before /ʃ/
I am afraid with this shiny globular body of spider
6. /z/ can assimilate to /ʒ/ before /ʃ/
I am waiting for the bus show up
7. /t/ and /j/ coalesce to form /ʧ/
You went to Bali last year, didn’t you?
8. /d/ and /j/ coalesce to form /ʤ/
Could you please open the door
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2. Elision
Elision is the process whereby a sound disappears or is not clearly
articulated in certain contexts. A process in connected speech by which
a sound is left out in order to make the articulation easier.
Elision is extremely common in spoken English. Examples:
Full Form Contracted Form
• I have gone mad I’ve gone mad
The auxiliary have s unstressed because it is a function word.
Unstressed parts of th spoken message tend to be reduced or deleted
altogether:
/aI həv gɒn ‘mæd/ → /aI v gɒn ‘mæd/
When a sound ( consonat or vowel) is left out, that’s a case of
elision. Elision is a very clever way to save time and effort when you
pronounce English.
A. Elision of Vowels
- Unstressed vowels tend to be very weak and reduced in English.
Strong stressed Vowels weak unstressed vowels
Because unstressed vowels are weak, they are sometimes left out
when people speak English; they undergo what is known as elision.
when are weak vowels left out? In the following cases:
- Unstressed vowel following a stressed syllable (syncope)
In words where the unstressed /ə/ or /ɪ/ follow a stressed syllable,
the unstressed vowel tends to be left out.
Examples : SLOW SPEED NORMAL SPEED
Int/e/resting / ‘ɪn te rəstɪƞ / /‘ɪntrəstɪƞ/
Med/i/cine /’m e dɪ sən/ / ‘medsən/
In these words, it is very frequent that the vowel between square
brackets / / is omitted. Very frequently this vowel is the vowel /ə/ or
/ɪ/. The loss of stress, and thus affects the vowel quality and changes it
into a weak vowel, less prone to be prominent.
1. Loss of unstressed initial vowel/ syllable (aphesis)
In very informal, colloquial English the initial vowel or syllable of
a word may be omitted if it is unstressed. Examples:
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SLOW FAST
‘because’ becomes ‘cause’ /bɪ ‘kɒz/ /kɒz/
‘about’ becomes ‘bout’ /ə’baʊt/ /baʊt/
Therefore it can be concluded that /ə/ can disappear in unstressed syllables

I think we should call the police. (/ə/ can disappear in the first
syllable of police)
I’ll love you forever, promise. Well, perhaps. (/ə/ can
disappear)
B. Elision of Consonants
1. Loss of /t/ and /d/
This is the most common eision in English. they appear within a
consonant cluster. When these consonants are in the middle of a cluster
of three consonants in a word, they are normally lost.
Examples :
‘windmill’ becomes ‘winmill’ /’w ɪ n d m ɪ l/
We arrived the next day ( /t/ elided between /ks/ and /d/ )
The term of elision describes the disappearance of a sound. For

example, in the utterance He leaves next week, speakers would
generally elide (leave out) the /t/ in next saying /neks wi:k/.
Complex consonant clusters are simplified
She acts like she owns the place! (/ækts/ can be simplified
to /æks/)
3. Linking
Linking is the connection of the final sound (vowel or consonat) of
one word or syllable to the initial sound of the next wordor syllable.
The ability to speak English ‘fluently and smoothly” to pronounce
words or syllables that are appropriately connected entails the use of
inking. Linking is the connection of the final sound of one word or
syllable to the initial sound of the next word or syllable. If there is no
pause between two words, they should be linked together so that they
sound like one word. Linking means that words should be joined
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smoothly to each other . when English people speak, they generally do
not pause between each word, but move smoothly from one word to
the next. There are special ways of doing this:
a) Linking of vowel to vowel
When a word or syllable ends in /i:/ /ɪ/, /eɪ/, /aɪ/,or /ɔɪ/ and the
following word or syllable begins with a vowel, there is a linking
glide represented with the phonetic symbol /j/. Examples:
‘Say it’ /seɪjɪt/ ‘my own’ /maɪjəʊn/
Similarly, when a word or syllable ends in /u:/, /əʊ/, or /aʊ/ and the
following word or syllable begins with a vowel, there is a linking
glide represented with the phonetic symbol (w). Example :
‘blue ink’ /bluwɪƞk/ ‘how is’ /haʊwɪz/
b) Linking of consonant to consonant (gemination)

When we link two consonants that are the same, do not say the
sound twice. Say the consonant once, but make it longer.
Examples:
‘big girls’ ‘nice summer’ ‘with thanks’
In a phonetic transcription, we will represent it with the length
mark /:/. This phonetic symbol means ‘long sound’, and is the
same we used to represent lengthened vowels. In transcription:
‘big girls’ ‘nice summer’ ‘ with thanks’
/bɪ’g: ɜ: lz/ /naɪ’s:mə/ /wɪ’θ:æƞks/
Remember that when a plosive is followed by another plosive,

affricate, lateral or nasal, the first plosive is unreleased. This is as a
matter of fact another case of consonant to consonant linking.
c) Linking : Consonant to Vowel (resyllabification/ phonetic

resyllabification)
If a word endsin a consonant and the next word begins with a

vowel, use the consonant to begin the syllable of the following
word. Example:
‘down and out’ ‘rush out’ ‘back up’
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If a word ends in a consonant cluster (more than one consonant),
and the next word begins with a vowel, do the same. Examples:
‘left arm’ ‘pushed up’ ‘rest area’
In VC + V linking sequences, the consonant “straddles”

both syllables or words
- Keep out kee p out
- Dream on drea m on
- Bend over ben d over
- Drag on dra g on
In CC + V linking sequences, resyllabification typically

occurs :
- Find out /fayn dawt/
CC V C CV
- Pulled over / p l dowv /
CC V C CV
- Jump up /d m p p/
CC V C CV
d. Linking /r/
Some accents of English are described as rhotic /’rəʊtɪk/, which
means that when the letter r appears in the written word after a vowel
(as in car or carve), the /r/ phonemes is used in the pronunciation of
the word (as in /kɑ:r/ and /kɑ:rv/) Examples are most dialectd of
American English. Other aspects are non-rhotic, and do not
pronounce the /r/, wo we get /kɑ:/ and /kɑ:v/. RP (Received
Pronunciation) is non-rhotic. When, however, there is a written r at the
end of a word and it occurs between two vowel sounds, speakers with
non-rhotic accents often use the phoneme /r/ to link the preceding
vowel to a following one.
Her English is excellent. (/r/ is pronounced)
Her German is bad. (/r/ is not pronounced)
My brother lives in Surabaya (/r/ is not pronounced)
Her brother always take a pity on the cat (/r/ is pronounced)
110

e. Linking /j/
When a word ends in /i:/, or a diphtong which finishes with /ɪ/,
speakers often introduce a /j/ to ease the transition to a following vowel
sound :
I agree with you (aɪjə)
I ought to know him (aɪjɔ:t)
They are my friends ( δeɪjɑ: )
This happens because in order to form /i:/ and /ɪ/, the
mouth is in more or less less the same position as it is for the start of the
semi vowel j/
Insertion of a /y/ glide following /iy/, /ey/, /ay/, and /y/, either
word internally or between words :
1. Word internally
Being; staying; crying, toying
2. Between words
be able; stay up; try out
f. Linking /w/ glide

When a words end in /u:/, or a diphtong which finishes with /ʊ/,
speakers often introduce a /w/ to ease the transition to a following
vowel sound: Go in /gəʊwɪn/
Are you inside /ju:ɪn/
The lesser of two evils / two weevils/

This happen because in order to form /u:/ and /ʊ/, the mouth is in
more or less the same position as it is for the start.
Insertion of a /w/ glide following /uw/, /ow/, and /aw/, either word
internally or between words.
1. Word internally
Blueish; going; however
2. Between words
Do it; go away; now is
111

Teaching Procedures

each group.
b. The lecturer gives the view of the material on each groups.
topic,
g. The lecturer gives students some exercises.

1. The lecturer gives the conclusion from the students’ discussion.
2. The lecturer gives motivation and suggestion to the students.
3. The students make reflection.
Summary
The language outside of the classroom seem unfamiliar and fast.

students are unable to decipher word boundaries or recognize words or
phrases. Students who do not receive instruction or exposure to authentic
discourse are going to have very difficculty in understanding the native
speech in natural communicative situations. Connected speech helps
explain why written english is so different from spoken english. So that the
knowledge of connected speech hopefully can help to make better
understanding in listening In this chapter we have learn about the meaning
and rule of:
1. Assimilation or the ways in which sounds can affect or modify

each other when they meet.
112

2. Elision, or how phonemes can disappear
3. Linking, or the ways in which sounds can be joined, and how other
sounds are used to ease the movement from one sound to another.
Student Worksheet
Exercise 1 : Practice with the following examples in informal

colloquial style:
a. How do yo do
b. I’m gonna buy it
c. Right you are
d. What did he do?
e. I’m glad
f. I should think so
g. How are you folks?
h. It happened once
Exercise 2 : work in pairs. First find out what kind of

asimilation each phrase or sentence belongs to and read them
aloud.
Would yu / could you/ did you/ this year/ miss you/ space ship/
question/ immediate/ associate/ education/ newspaper/
hankerchief/ absorption/ measure
there are ten girls in our class
beg your pardon
shut your eyes
I should take it if I were you
113

We miss you very much
I thought you would come
Could you tell me the way to the post office?
Woul you mind if I open the window
114

CHAPTER XI
SPELLING AND PRONUNCIATION
Introduction
For many English learners, the sound/ spelling system of the

language appears so difficut. The difficulties involved in spelling correctly
and pronouncing accurately can make the task frustating. However teacher
and studnts should not give up in despair. There are some ways of helping
learners find a certain order.
Many teachers have found that by introducing students to the

sound of English and the phonetic symbols used to represent them, they
can not only encourag thelearners to keep much more useful records of
new language., but also open doors to more effective error corection and
self access dictionary work.
Here, there will be an explanation of the regular features of english

spelling and pronunciation and then the common patterns of spelling and
pronunciation that will help us to be a better speaker.
Lesson Plan
Basic Competence
The students are able to understand the spelling and pronuncition
Indicators:
1. The students are able to understand the regular features of english
spelling and pronunciation
2. The students are able to understand common patterns of spelling and
pronunciation
115

Detailed Materials
Pronunciation and Spelling
A. Regular Features Of English Spelling and Pronunciation

Here, the explanation about spelling and pronunciation will be
given in a table.
Table 11: ‘Simple’ Consonants
The following consonants have one main sound association
Letter sound Examples
B /b/ Banana
D /d/ Done
F /f/ Famous
H /h/ High
J /ʤ/ January
K /k/ Kick
L /l/ Long
M /m/ Fame
N /n/ Nature
R /r/ Risk
S /s/ Song
T /t/ Time
V /v/ Very, leave
W /w/ Wonderful
Z /z/ Zipper
116

Table 2 ‘silent’ consonants
The following letters appear in spelling where they are not actually
pronounced
Letter Silent in
/b/ Subtle, doubt, climb
/c/ Scissors, scenery
/d/ Wednesday
/g/ Enough, tough
/h/ Honest, hour
/k/ Knife, knowledge
/l/ Walk
/n/ Column
/p/ Physiology
/r/ Car, seminar, (In non rhotic

accecnts)
/s/ Island
/t/ Listen
/w/ Write, wrong
Table 12: consonant with diferent ‘flavor’

Some consonants can be pronounced in different ways. (there are
exceptions to the rules here, but the following examples illustrate the most
common alternative pronunciations)
Letter Alternative pronunciation
/c/ /k/ Cross
/s/ When followed by e, i, or y : cent,

cinema, cycle
117

/ʃ/ Before certain suffixes : delicious,
prejudicial
/g/ /g/ Go
/ʤ/ When followed by e, i, or, y : gentle,

gin, gym, refrigerate (some
exceptions are very common words :
get, give and girl)
/ʒ/ Before a suffix :

contagious,prestigious
/s/ In certain originally borrowed words :

prestige, mirage
/s/ /s/ Sun, sleep, loss
/z/ When between two vowels : preent,

losing
At the end of a word, after voiced

consonant (hands, minds) or after a
vowel (loses, houses)
/ʃ/ Between a consonant and a following

i : mansion, pension
/ɜ/ Between two vowels : vision,

measure
/t/ /t/ Cat, too
/ʃ/ When followed by a letter i in many

suffixed words : information,
substantial, ambitious
/ʧ/ In words ending in –ure (picture,

furniture) and when followed by the
sound /u:/ ( Tuesday, tumoltuos?
118

/x/ /ks/ Fix, mix, mixture
/gz/ Between vowels : exam, , exact
/z/ At the beginning of words like

xenophobe
/j/ At the beginning of words like yes,

yellow
I/ Between consonants : gym, bicycle
/i:/ At the end of words : city, busy (in

connected speech this can be
pronounced as /I/)
/aɪ/ In short words (why, my, by) and in

stressed final syllable ( apply, deny)
/aɪ/ In words, ending in –fy ( satisfy,

beautify)
Table 13 : Double Consonants

Most doubled consonants do not change from their single sound
value (e.g. rub, fat, thin). The following doubles, however, can undergo the
changes described below
Cc /ks/ When followed by e or i : success,
accident, succinct
/ʧ/ In borrowed Italian word : cappucino
Gg /dз/ When followed by e or i : suggest
Ss /ʃ/ When followed –ion (passion,

permission) and –ure
Zz /ʧ/ In some borrowed Italian words :

pizza, mozarella
119

Table 14: Consonant diagraph/ other combinations
Diagraphs are two letters which represent one sound in a word. Some
diagraphs have more than one sound value.
Ck /k/ Pick
Ch /ʧ/ Chip, change
/k/ Character,
technique
/ʃ/ Machine
Gh /g/ Ghost,
/f/ Tough, cough
Ng /ƞ/ Sing
Ph /f/ Phone,
graphology
Qu /kw/ Queen, quiz
/k/ In a word
ending in –que
(antique)
Sh /ʃ/ Ship, sheep
Tch /ʧ/ Watch, catch
Th /θ/ Theatre
/δ/ This
Wh /w/ What, where
/h/ Who
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Table 15 : The ‘basic menu’ of vowel letters
The five vowel letters may be seen to have their most basic sounds when
they they occur in very short words, between two single consonant letters,
some dialects of English may have other variations to the ones listed here
Letter Pronounced as
A /æ/ Cat
/a/ In RP, and

Southern British
before some two-
consonant letter
combination :
bath, grass, but
not before others
: bank, mass
E /e/ Let, met, set
I /I/ Sit, lit, kit
O // Hot, got, lot
U // Cup, bus, hut
Table 16 : Vowel diagraphs/ other combination

English has a number of vowel diagraphs where two vowel letters
‘take the name’ of the first letter, e.g. ai is pronounced /ei/ like the letter A.
Most vowel diagraphs have more than one sound associated with them
some have many more than one
Lette Pronounced as
r
Ai /eI/ Raid, train
/i:/ Dream, / Bear,

e
121

neat ə tear
/
/ei/ Break, /Iə/ Near,

great tear
/ Dead, /a:/ Heart

e ready
/
/ɜ: Learn,
/ heard
Ee /i:/ Tree, /I Weak

need / form as
in / bIn/
Ei /i:/ Seize, /eI Eight,

either, / reign
/ai/
receive
Ie /ai/ Die, /i:/ Piece,

pie,crie believe
/e/ /Iə/
d
Pierce
Friend
Oa /əʊ/ Coat, / Abroad

goal /
Ou /əu/ Soul /u: Soup,

/ routine
/aʊ/ House
/ Cough
// Double
/
Bought
/
/
122

Ue /u:/ Blue, /ju:/ Sue,
due, value,
sue queue
Ui /u:/ Fruit, /i/ Buildin

suit, g,
/ju:/ /ai/
juice biscuit
For Guide
some
speake
rs : suit
B. The Common Pattern of Spelling and Pronunciation

1. The sound of /ə/
The sound /ə/ is very common in English and is spelt in many
different ways. However, as a vowel sound on its own, it is never
found in stressed syllables. Eg better /’betə/, amuse / ə’mju:z/,
Saturday /’sætədeɪ/
2. The sound of /ou/

Many students commonly mispronounce words containing /ou/.
There are several different ways this sound is represented in the
written forms. The letter ‘o’ for example in many common words is
pronounced /ou/, causing problems for the learners. Students can be
encouraged by giving some poems or marking the sound /ou/ in other
common words.
Poems and songs, of course, have enormous potential to motivate
many students, and can be used to help them acquire a greater
awareness of the spelling of words which rhyme. A well-known
technique is to blank out the final words from each line, jumble them
up and set the students the task of pairing them according to the sounds
before inserting thrm back into the poem or lyrics.
A possible practice activity involves groups preparing short news
reports using as many words in the list as possible, and these can be
subsequently be recorded, thereby practising spelling and
pronunciation
123

3. The sound of /i:/
The sound /i:/ can be spelt in many ways. The easiest to remember are
ee (e.g sheep succeed)
ea (eg: cream cheap)
but there are also other ways to spell /i:/ :
e + consonant +e (e.g. scene complete)
i + consonant +e (e.g. chlorine elite)
ie (eg: thief niece handkerchief)
ei (eg: ceiling conceit receipt)
trying to remember whether to use ie or ei to spell /i:/ gives everyone
problems, but there is a simple rule:
i before e
except after c
4. The pronunciation of final ‘y’

In one-syllable words where y follows a consonant, it is pronounced:
/aɪ/ (eg: why fly)
In multi-syllable words where y follows f, it is also pronounced:
/aɪ/ (eg: modify simplify)
And in the following common words:
Deny reply rely apply supply july multiply
In other multi-syllable words, y following a consonant is normally
pronounced:
/i:/ (eg: many equality)
After a vowel y is pronounced according to the sound it follows:
/eɪ/ (eg: pay display)
/ɔɪ/ (eg: boy annoy)
/i:/ (eg: key money)
/aɪ/ (eg: buy)
5. Initial U
When you starts a word, it is usually pronounced :
// (eg: uncle umbrella until unable unimportant)
When the root of the word is uni, meaning single, complete or one,
‘u’ is pronounced:
124

/ju:/ (eg: universe United Kingdom unit university)
It also pronounced /ju:/ when the root of the word is use:
/ju:/ (eg: usual useful utilise)
6. The Spelling and Pronunciation of ‘ough’

The combination of ‘ough’ has many different pronunciations:
/ɔf/ (eg: cough)
/f/ (eg: enough tough rough)
/u:/ (eg: through)
/aʊ/ (eg: bough plough)
/ə/ (eg: thorough borough)
/ɔ:/ (eg: brought bought thought ought)
/əʊ/ (eg: although dough)
Teaching Procedures
each group.
b. The lecturer gives the view of the material on each groups.
topic,
g. The lecturer gives students some exercises.
3. ` Post-activity (30 minute)
125

Summary
In this chapter, the students are:
• able to understand the regular features of English spelling and
pronunciation. There are seven tables that explain about vowel diagraphs,
The ‘basic menu’ of vowel letters, Consonant diagraph, Double
Consonants, consonant with diferent ‘flavor’‘, silent’ consonants, and
‘Simple’ Consonants
• able to understand common patterns of spelling and pronunciation
The Spelling and Pronunciation of ‘ough’ Initial U The pronunciation
of final ‘y’ The sound of /i:/ and /ɪ/ The sound of /Ʌ/ The sound of
/ə/
Student’s Worksheet
Exercise 1: Pronounce the following words!
Back mad bar
Bare rare scare
Ask alarm cast
Dead head threat
Dear shear spear
Block knock cloth
Exercise 2: Underline the syllables which contain the sound /ə/

in the words below. List the ways you found to spell /ə/
Afraid data tonight
Sugar father mirror
Statement important centre
Employment nation dignity
126

Exercise 3: Choose one of the best answer
a. Row the ____ across the river a. Now /aʊ/ b. boat /əʊ/
b. We mustn’t have a row ___in front of the children
- They don’t like us arguing.
c. When you ____ your watch, you’ll need to wind it up
a. Find /aɪ/ b. thinned /ɪ/
d. The strong wind _____ his hair
e. You must take _____ not to tear that dress a. Near

/ɪə/ b. care /eə/
f. When she cried, a tear fell____ his hand
Exercise 4: Read the following dialogue in pairs
Woman : Do you have any plans this weekend?
Man : there’s so much to choose from on campus that

I’m not sure what I’m going to do
Woman : the football game’s on Saturday night, and I’m

going with a group of friends. Do you want to go
with us?
Man : of course I’d like to go to the football game; it’s

the biggst game of the season, and it sounds like
fun to go with a large group of people.
Woman : good. We’ll be meeting at the cafetaria for dinner

at six o’clock on Saturday night, and then we’ll go
on to the game together.
127

CHAPTER XII
INTELLIGIBILITY
Introduction
This chapter elaborates intelligibility in pronunciation. As we

know that many teachers state that learners often hear desirable or different
pronunciation from a native speaker. They often get difficulty in
understanding what native speakers say. As an alternative, intelligibility
becomes sensible goals. But then, what is intelligibility? The answer is that
it is the same as ‘understandability’. When a particular speaker said the
more words a listener is able to identify accurately, the more intelligible
that speaker is. If the foreign speaker changes a sound in a particular word,
but the word can be understood, then the speech is intelligible.
Lesson Plan
Basic Competence
The students understand the definition of intelligibility and factors
affecting intelligibility.
Indicators:
1. The students are able to explain the definition of intelligibility.

2. The students are able to explain factors affecting intelligibility.
Detailed Materials
Intelligibility
Kenworthty (1988: 13-15) state that intelligibility means being
understood by a listener at a given time in a given situation. It is the same
as understandability. In view of the fact that words are made up of
sounds, it can be said that what people are talking about is the issue of
equivalence sounds. For example, if the foreign speaker changes one
128

sound of pronunciation for another and the listener hears a different word
or phrase from the one the speaker was aiming to say, it can be said that
the foreigner’s speech is unintelligible. Similarly, if the foreign speaker
changes a sound in a particular word, but the word is understandable, it
means that the speech is intelligible.
The actual matter of intelligibility is ‘counts of sameness’. This
process can be compared with the way English-speaking adults listen and
understand the speech of young children who are learning English as the
mother tongue. For instance, a three-year-old child or four might get
difficulty in pronouncing the /r/ sound, as in ‘run’, and may use a /w/-like
sound as in ‘win’. The child may say: ‘I see a wabbit’. The parents will
understand that the child has seen a furry animal with long ears, because
they know that /w/ counts as /r/ for their child.
Besides ‘counts of sameness’, the other aspects of speech can
influence someone’s intelligibility. For example, listeners will be likely to
find what he or she says difficult to follow if a learner’s makes full of
self-corrections, hesitations, and grammatical restructurings in his or her
speech. Here is an example :
My grandparents….has…I has…have……three elder brothers.

As we have seen from the example, people can have a lot of
pronunciation problems if they hesitate much in their speaking. It is
linked between pauses and hesitation and lack of pronunciation
confidence. Therefore, this makes the listeners do not understand the
saying. People also can have problem if they speak too quickly. The
listeners will get misunderstanding or even do not understand what is
saying. When a speaker is speaking too quickly, it seems that the listeners
can’t pick out the most important words. See this sentence:
We need to buy some paint
Just pretend that you were listening to someone, and you could
only catch the words in bold type without listening completely, it means
that you still could ‘get the message’. If listeners get easy in catching the
important words, then intelligibility problems less occur in this sentence.
Furthermore, in highlighting the important bits of a message, word and
sentence stress, rhythm, and intonation are very essential.
Intelligibility presupposes participants. It means that intelligibility
has something to do with the listener and the speaker as well. In this
129

matter, there is something called ‘listeners factors’ which are very
essential. First factor is that the listener’s familiarity with the foreign
accent. Second factor is that the listener’s ability to use contextual clues
when listening.
Familiarity and exposure affect a person’s ability to understand a
particular type of accent. The more opportunities you get to listen to a
particular type of English, the more easily intelligible that accent is to you.
These two factors can be separated each other. For instance, if you know a
foreign speaker personally, then it is possible that you understand him or
her better than a stranger who speaks with the same type of accent. It can
be compared with the case of the parents; they will be able to understand
their child very easily rather than other adults. In addition, the other factor
is skillful way in which listeners can use clues from the other parts of the
sentence to figure out a particular word.
Teaching Procedures
b. Explaining the purpose of the study.

a. The lecturer gives the view of the material.
b. Students conduct discussion and take time for understanding the
material.
c. The lecturer gives more detailed explanation to make sure the
d. The lecturer gives the students a chance to ask everything
related to the topic.

130

Summary
Learners may come up with a false estimate of their intelligibility.
It is because they have spoken English with their fellow countrymen or
with others who have the same accent. They might be aware that they
make problems with other listeners such as strangers or native speakers.
The exercises such as dictation or one of tape-recording activities may
result improvement in pronunciation when teacher’s remarks take no
effect. This kind of task can ease the anxiety of a learner who is
exaggeratedly self-conscious about pronunciation.
Answer the questions below!
1. What is intelligibility?
2. Give 2 examples of intelligibility!
3. What aspects of speech can influence intelligibility?
4. In what case if someone’s saying is called unintelligible?
5. What factors do affect intelligibility?
131

SISTEM PENILAIAN
A. Proses Penilaian Perkuliahan

Pengambilan nilai dalam mata kuliah Teaching Pronunciation
ini menggunakan Sistem Evaluasi Penilaian sebagaimana dalam
Buku Panduan Penyelenggaraan Pendidikan IAIN Sunan Ampel
Tahun 2012 yang terdiri atas 4 macam penilaian:
1. Ujian Tengah Semester (UTS)

UTS dapat dilaksanakan setelah mahasiswa menguasai minimal
6 paket I bahan perkuliahan (paket 1–6) . Materi UTS diambil
dari pencapaian indikator pada tiap-tiap paket. Bentuk soal
dapat berupa pilihan ganda, essay, atau perpaduan antara
keduanya. Waktu ujian 1 jam perkuliahan (100 menit).
Komponen dan jumlah soal diserahkan kepada Dosen
pengampu matakuliah dengan skor maksimal 100.
2. Tugas
Tugas merupakan produk (hasil kreatifitas) mahasiswa dari
keunggulan potensi utama yang ada dalam dirinya. Hasil
kreatifitas dapat disusun secara individual atau kelompok yang
bersifat futuristik dan memberi manfaat bagi orang lain (bangsa
dan negara). Petunjuk cara mengerjakan tugas secara lebih rinci
diserahkan kepada Dosen pengampu. Skor tugas mahasiswa
maksimal 100.
3. Ujian Akhir Semester (UAS)
UAS dapat dilaksanakan setelah mahasiswa menguasai minimal
6 paket II bahan perkuliahan (paket 7–12). Materi UAS diambil
dari pencapaian indikator pada tiap-tiap paket. Bentuk soal
dapat berupa pilihan ganda, essay, atau perpaduan antara
keduanya. Waktu ujian 1 jam perkuliahan (100 menit).
Komponen dan jumlah soal diserahkan kepada Dosen
pengampu matakuliah dengan skor maksimal 100.
132

4. Performance
Performance, merupakan catatan-catatan keaktifan mahasiswa
dalam mengikuti perkuliahan mulai pertemuan pertama hingga
pertemuan terakhir antara 14–16 pertemuan. Dosen dapat
memberi catatan pada setiap proses perkuliahan kepada masing-
masing mahasiswa dengan mengamati: (1) ketepatan waktu
kehadiran dalam perkuliahan, (2) penguasaan materi (3) kualitas
ide/respon terhadap materi yang dikaji, dan lain-lain (Dosen
dapat menambah hal-hal lain yang perlu diamati).
Dosen merekap seluruh catatan selama perkuliahan, dan
memberi penilaian performance pada masing-masing mahasiswa
dengan skor maksimal 100.
Dosen dapat mengcopy absen perkuliahan, untuk memberi
catatan-catatan penilaian performance atau membuat format
sendiri. Catatan penilaian performance tidak diperkenankan
langsung di dalam absen perkuliahan mahasiswa.
B. Nilai Matakuliah Akhir Semester

Nilai matakuliah akhir semester adalah perpaduan antara Ujian
Tengah Semester (UTS) 20%, Tugas 30 %, Ujian Akhir Semester
(UAS) 40 %, dan Performance 10 %.
Nilai matakuliah akhir semester dinyatakan dengan angka yang

mempunyai status tertentu, sebagaimana dalam tabel berikut.
Angka Interval Skor (skala 4) Huruf Keterangan

Skor (skala 100)
91 – 100 4,00 A+ Lulus
86 – 90 3,75 A Lulus
81 – 85 3,50 A- Lulus
133

76 – 80 3,25 B+ Lulus
71 – 75 3,00 B Lulus
66 – 70 2,75 B- Lulus
61 – 65 2,50 C+ Lulus
56 – 60 2,25 C Lulus
51 – 55 2,00 C- Tidak Lulus
40 – 50 1,75 D Tidak Lulus
< 39 0 E Tidak Lulus
Keterangan:
a. Nilai huruf C- dan D pada matakuliah akhir semester harus

diulang dengan memprogram kembali pada semester
berikutnya
b. Nilai huruf C dan C+ boleh diperbaiki dengan ketentuan
harus memprogram ulang dan nilai huruf semula dinyatakan
hangus/gugur
c. Rumus menghitung nilai matakuliah (NMK) akhir semester:
NMK = (NUTSx20)+(NTx30)+(NUASx40)+(NPx10)
100
NMK = Nilai Matakuliah
NUTS = Nilai Ujian Tengah Semester
NT = Nilai Tugas
NUAS = Nilai Ujian Akhir Semester
NP = Nilai Performance
d. NMK bisa dihitung apabila terdiri dari empat komponen

SKS, yaitu: UTS, Tugas, UAS, dan performance. Apabila
salah satu kosong (tidak diikuti oleh mahasiswa), maka nilai
134

akhir tidak bisa diperoleh, kecuali salah satunya mendapat
nol (mahasiswa mengikuti proses penilaian akan tetapi
nilainya nol), maka nilai akhir bisa diperoleh.
e. Nilai akhir matakuliah, ditulis nilai bulat ditambah 2 angka di
belakang koma. Contoh: 3,21. 2,80, dst.
135

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141

Curriculum vitae of the writer
Siti Aminah, M.Pd was born in lamongan on 08 December 1985.

She studied at MIMA Pambon, Brondong, Lamongan (1998), then
continued to Madrasah Tsanawiyah and Aliyah Negeri Tambakberas
Jombang (2001).
She obtained her S-1 degree at the Department of English, Faculty

of Arts and Languages, Universitas Negeri Surabaya (2009), and master’s
degree (S-2) in English Language and Literature, Universitas Negeri
Surabaya (2012).
She is currently teaching at the Department of English Letters,

Faculty of Letters, UIN Sunan Ampel Surabaya and is one of the Teaching
Staff at UNESA Language Center.
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PRONUNCIATION

A Handbook For English Department Undergraduate Students

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

Based on the decree of Ministry of National Education (MoNE) No.

Rector of UIN Sunan Ampel Surabaya

Prof. Dr. H. Abd. A’la, M.Ag.

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

Chapter 1 Teaching Pronunciation

Sistem Evaluasi dan Penilaian

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

D. Basic Competence and Indicators

No Kompetensi Dasar Indikator

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

- Mahasiswa mampu memahami the common patterns

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

Kelompok MK : Kompetensi Utama

B. DESKRIPSI MATA KULIAH

C. STANDAR KOMPETENSI MATAKULIAH

D. KOMPETENSI DASAR DAN INDIKATOR

No Kompetensi Dasar Indikator

2 Memahami pendekatan- - Mahasiswa mampu menjelaskan pendekatan-

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

2. Pendekatan- 1. Brainstorming 1. Menuliskan Topik

3. Stress Pattern 1. Brainstorming 1. Menuliskan Topik Idem

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

4. English 1. Brainstorming 1. Menuliskan Topik idem

5. English vowels 1. Brainstorming 1. Menuliskan Topik pembelajaran Idem

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

6. Goals dalam 1. Brainstorming 1. Menuliskan Topik pembelajaran Idem

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

• Tugas+UTS : Mengerjakan soal (30%+20%)

-clusters at the beginnings of words can have two

• UAS : Mengerjakan soal (30%)

1. Now say these pairs of vowels out loud and change

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

/i:/ (as in see) /i:/ /ӕ/

/ɪ/ (as in bin)

/u:/ (as in blue)

• Performansi : Kehadiran, keaktifan diskusi dikelas, mind map, kepribadian,

• Lembar Observasi Performansi

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

Total = (2xP )+ (3xT)+(2xUTS)+(3xUAS) : 10

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

This chapter explains the definition of pronunciation and the

Teaching English pronunciation requires many practices or drills

In gaining pleasant atmosphere in teaching English pronunciation,

By the end of this chapter, worksheets and summary are provided

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

In that conversation, we can see that a word might be given less

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

1. Pre-activity (15 minute)

2. Whilst-activities (55 Minute)

3. Post-activity (30 minute)

digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

B. Listen carefully and do in pair!

1. Listen and repeat these words. (The stress is at the end).

tonight Parade exchange put up Chinese